Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
TITLE: Designing Lessons Using ICT Applications
I. Greetings
Good day everyone! Today I will be facilitating the session on “Designing
Lessons
Using ICT Applications.”
II. Introduction
“Information & Communication Technology (ICT) can complement, enrich and
transform education for the better.”
As what UNESCO stated that successful integration of ICT into teaching and
learning requires rethinking the role of teachers in planning and applying ICT to
enhance and transform learning. In line with this, the Department of Education
crafted and conducted various programs regarding the use of ICT in ensuring that
all teachers can harness technology for education and to upgrade their
professional growth and development.
To this degree or extent, all teachers are entitled to undergo some trainings
and workshops regarding ICT including designing lessons using ICT applications
for their teaching & learning to be improved.
Objectives:
At the end of the session, the participants should be able to:
1. Discuss the steps in using ICT applications such MS Word, MS Excel, MS
PowerPoint, MS Publisher, and Adobe Photoshop in designing the lessons.
2. Demonstrate the steps in using ICT applications such MS Word, MS Excel, MS
PowerPoint, MS Publisher, and Adobe Photoshop in designing the lessons.
3. Design a lesson using ICT applications.
III. Time allotment: 2 hours (discussion) 4 hours (workshop/creating output)
IV. Materials:
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
Projector, PowerPoint Presentation, PC/Laptop with ICT applications
V. Procedure:
1. Install the software or applications needed to be used in designing the
lessons (MS Word, MS Excel, MS PowerPoint, MS Publisher, Adobe
Photoshop)
2. Discuss the steps in making logo using MS Word, Excel, creating slidedecks
presentation using PowerPoint, making tarpapel using Publisher, and
editing photos using Adobe Photoshop.
3. Demonstrate the steps in making logo using MS Word, Excel, creating
presentation using PowerPoint, making tarpapel using Publisher, and
editing photos using Adobe Photoshop.
4. Design a lesson using ICT applications.
Analysis
Ask the following processing questions:
1. Are you able to design a logo using MS Word/Excel? Creating slidedecks
presentation? Making tarpapel? Editing photos?
2. What application in designing lessons is easy/difficult for you? Why?
3. How does this workshop help you in designing your lessons?
Application
1. Design a lesson using ICT applications.
2. Presentation of outputs
Concluding Activity
“Technology will not replace teachers, but teachers who use technology
will replace those who do not.”
-Unknown
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
Prepared by:
RAYMUND M. ROSATACE
Teacher III
TITLE: Nature of Reading
Greetings
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
Good morning! Today I will be facilitating the session on “Nature of Reading.”
I. Introduction
Reading is such a pervasive activity that we all know what reading is, yet the
term reading has not been clearly defined up to date. Reading usually means
dealing with language messages in written or printed form, it involves processing
language messages, hence knowledge of language.
To fully understand our learners, teachers should be able to understand the
nature of reading.
Objectives:
At the end of the session, the participants should be able to:
1. Understand what is reading.
2. Discuss the alternative views about reading.
3. Explore ways to improve reading strategies to meet the needs of the learners.
II. Time allotment: 1 hour (discussion) 30 minutes (workshop/creating output)
III. Materials:
Projector, PowerPoint Presentation, PC/Laptop with ICT applications
IV. Procedure:
Activity 1 - Anticipation Guide
Directions: For each of the following statements, put a check under “Agree” or
“Disagree” to show how you feel. Discuss your responses with your group and
come up with a consensus.
Agree Disagree
______1. Before children learn to read they should know the sounds of _______
most letters.
______2. The more symbols (letters or words) there are in a text, the _______
longer it will take to read it.
______3. We gather meaning from what we read. _______
______4. When one reads one tries to find some cues in an effort to _______
make sense of the written text.
______5. Visual information provided by maps, charts, or pictures help _______
young readers store and retrieve information they have read.
______6. A reader who is familiar with the subject matter of a text _______
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
already has a basis for making sense of it.
Activity 2 - Think – Pair – Share
How did you learn What do you do What do you do
to READ? while while
Analysis
1. What is Reading? What does dynamic process mean?
2. What are the important and/or crucial elements needed by the reader to be
able to interact with the text.
3. What are the five alternative views about reading?
Application
My Professional Development Plan as a Reading Teacher
As a Reading Teacher, School Head, Supervisor I plan to
STOP SUSTAIN START
Concluding Activity
Good readers aren’t born. They’re created. Created as the evening clock
stands still and the minutes of a bedtime story reign [Link] read
each night.
Adapted from “A daughter learns to read”
By Mardi C. Dilks, The Reading Teacher,
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
Vol. 56, No. 3 November 2002
Prepared by:
LAURES C. JACINTO
Teacher I
TITLE: KAMALAYANG PONOLOHIKAL: Pundasyon sa Panimulang PAGBASA
I. Greetings
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
Magandang araw sa inyong lahat ! Ngayong araw magkakaroon tayo ng isang
makabuluhang talakayan na naglalayong makapag bahagi ng angkop na estratehiya sa
paglinang sa “Kamalayang Ponolohikal: Pundasyon sa Panimulang Pagbasa.”
II. Introduction
Kinakailangan ang kaalaman sa Ponolohikal o ponema upang matutong
magbasa ang isang bata. Ito ang itinuturing unang hakbang sa pagkatuto sa
pagbasa sapagkat ito ang paraan upang malaman niya ang pagkakaiba ng mga
makabuluhang tunog at mga simbolo nito. Nahihirapang magbasa ang isang bata
kung hindi niya alam ang pagkakaiba ng mga ito. Masasabi natin na imposible
siyang makabasa kung hindi niya muna paglalaanan ng oras na matutunan ang
Ponolohiya ng isang wika. Ang ibat-ibang wika ay may ibat-ibang Ponolohiya na
kinakailangan pag-aralan upang matutunan at maisabuhay ang wikang nais
gamitin.
Objectives:
Pagkatapos ng sesyon, inaasahang na ang mga guro ay:
4. Natutukoy ang kahulugan at kahalagahan ng kamalayang ponolohiya/ponema
sa paghahanda sa pagbasa;
5. Naiisa-isa ang mga paraan na maaring gamitin sa paglinang ng kamalayang
ponolohiya/ponema.
6. Nasasabi ang koneksiyon ng kaalaman sa ponolohiya sa pagbasa; at
7. Nakabubuo ng lesson activity sa pagtuturo ng kamlayang ponolohiya at
ponema
III. Time allotment: 2 hours (discussion) 120 minuto (workshop)
IV. Materials:
Projector, PowerPoint Presentation, template ng repleksiyon at gawain
V. Procedure:
5. Natutukoy ang kahulugan at kahalagahan ng kamalayang
ponolohiya/ponema sa paghahanda sa pagbasa
Republic of the Philippines
Department of Education
REGION V – BICOL
DIVISION OF MASBATE PROVINCE
STO. CRISTO ELEMENTARY SCHOOL
STO. CRISTO, USON, MASBATE
6. Naiisa-isa ang mga paraan na maaring gamitin sa paglinang ng
kamalayang ponolohiya/ponema.
7. Nasasabi ang koneksiyon ng kaalaman sa ponolohiya sa pagbasa; at
8. Nakabubuo/nakagagawa ng lesson activity sa pagtuturo ng kamlayang
ponolohiya at ponema
Analysis:
Sagutan ang mga sumusunod na tanong:
4. Ano ang kaugnayan ng kasanayang kamalayang ponolohikal /ponema sa
pagkatuto ng pagbasa
5. Alin sa mga estratehiya ang ngayon mo lang nalaman at paano mo ito
ituturo saiyong mga mag-aaral?
Application
1. Nakakagawa ng lesson activity sa pagtuturo ng kamalayang ponolohiya at
ponema
2. Pagbabahagi ng ginawang lesson activity
Concluding Activity
When pupils are actively reading and applying multiple reading strategies as
they read, they are able to understand the text at a deeper deeper level.
-Unknown
Prepared by: MICHELLE E. RIVERA
Teacher II