ASSIGNMENT

IN
EDUCATIONAL MODELS,
PARADIGMS AND
PROCEDURES

Submittedby: Carlo Troy Acelott T.

Manalo
MEM-B

Submittedto: Dr. Rosemariebeth

Dizon
Course Specialist
MODULE 2
LESSON 1
EXERCISES 1

1. Using your field of specialization, cite five (5) objectives or each of the domains:
cognitive, affective & psychomotor

Subject/Specialization: Araling Panlipunan

Cognitive:
1. Natutukoy ang masama at mabuting naidulot ng Digmaang Pandaigdig.
2. Naiisa-isa ang mga naiambag ng Kabihasnang Sumer sa kasaysayan.
3. Napaghahambing ang kalagayan ng Tsina sa Kasalukuyan at nakaraan.
4. Nalalaman ang pagkakaibang naidudulot ng mga ilog Tigis-Euphrates, Indus
at Huangho
5. Nasusuri ang Sanhi at Bunga ng Globalisasyon.

Affective:
1. Nauunawaan ang mahalagang epekto ng paglaki ng populasyon.
2. Nababatid ang pakiramdam ng isang mamayan sa panahon ng pamumuno ni
Pol Pot.
3. Nahihinuha ang maaring maramdaman ng mga biktima sa panahon ng World
War.
4. Nabibigyang halaga ang pagkakaiba at pagkakaisa ng bawat Asyano.
5. Napagtutuunang pansin ang kahalagahan ng Demokrasya sa mga mamayan.

Psycho-motor
1. Nakaguguhit ng mapa ng mga rehiyon sa Asya.
2. Nai-aakto ang mga mahahalagang pangyayari sa Rebolusyon ng mga Pilipino.
3. Nakakagagawa ng Travel Brochure ng mga Seven Wonders.
4. Naisasayawa ang mga kulturang-sayaw ng mga Balinese.
5. Nakakapangatwiran sa Debate tungkol sa Death Penalty.
MODULE 2
LESSON 2
EXERCISES 1,2,4

1. Define all keywords and phrases. Cite author/reference when necessary.

learning outcomes
learning skills
life and social skills
evaluation
attitudes
achievement
competencies
satisfaction
destination of graduates

learning outcomes
are statements that describe significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of a course or program. In other
words, learning outcomesidentify what the learner will know and be able to do by the
end of a course or program.

learning skills
are simply the skills that the best learners have that differentiate them from
poorlearners. ... Once any child has learned the specific 'learning skills' needed to
process, understand, remember and apply the knowledge, skills and information given
to them at school their learning ability improves.

life and social skills

 A social skill is any skill facilitating interaction and communication with
others.Social rules and relations are created, communicated, and changed in verbal
and nonverbal ways. ... Positive interpersonal skills include persuasion, active listening,
delegation, and stewardship among others.

evaluation
the making of a judgment about the amount, number, or value of something;
assessment.

attitudes
a settled way of thinking or feeling about someone or something, typically one
that is reflected in a person's behavior.

achievement
something accomplished, especially by superior ability, special effort, great
courage, etc.; a great or heroic deed: his remarkable achievements in art. 2. the act of
achieving; attainment or accomplishment: the achievement of one's object.

competencies
is the ability of an individual to do a job properly. A competency is a set
of defined behaviors that provide a structured guide enabling the identification,
evaluation and development of the behaviors in individual employees.

satisfaction
a happy or pleased feeling because of something that you did or something that
happened to you. : the act of providing what is needed or desired : the act of satisfying a
need or desire. : a result that deals with a problem or complaint in an acceptable way.

destination of graduates
1. a person who has received a degree or diploma on completing a course of
study, as in a university, college, or school. 2. a student who holds the bachelor's or the
first professional degree and is studying for an advanced degree. ... graduate courses
in business; a graduate student.
2. Using the reading materials as background on evaluation of learning outcomes
contained in this lesson, present a case study focusing on effectiveness of
evaluation strategies used in your school. You may use secondary sources or
interview of key informants or both.

2.1 How does your school evaluate the seven (7) possible outcomes of education?
2.2 Are evaluation strategies for some parts more effective than others?
2.3 Are some groups of pupils doing better than others?
2.4 How does the students performance compare in different subjects?
2.5 How does the schools performance compare with its previous achievement?
2.6 How does the schools performance compare with that of other schools?
4. Cite at least five (5) problems in your own school arising from evaluation for
improvement.

Because the students of Quezon National High School have a population of 9,000, I
conclude the following problems:

1. Problems in evaluating the students Mean, MPS and SD

2. Problems in executing an item analysis with regards to exam.
3. Problems in evaluating the Post Test and Pre-Test of Student.
4. Problems in evaluating the list honor students.
5. Problems in evaluation of Ranking of section.
MODULE 3
LESSON 1
EXERCISES 3

3. Look for other theoretical frameworks governing principles of ordering content.

Cite author and references.

I. Developing the Framework

Here are some strategies to develop of an effective theoretical framework:
1. Examine your thesis title and research problem. The research problem anchors
your entire study and forms the basis from which you construct your
theoretical framework.
2. Brainstorm about what you consider to be the key variables in your research.
Answer the question, "What factors contribute to the presumed effect?"

3. Review related literature to find how scholars have addressed your research
problem. Identify the assumptions from which the author(s) addressed the
problem.

4. List the constructs and variables that might be relevant to your study. Group
these variables into independent and dependent categories.

5. Review key social science theories that are introduced to you in your course
readings and choose the theory that can best explain the relationships
between the key variables in your study [note the Writing Tip on this page].

6. Discuss the assumptions or propositions of this theory and point out their
relevance to your research.

A theoretical framework is used to limit the scope of the relevant data by focusing on
specific variables and defining the specific viewpoint [framework] that the
researcher will take in analyzing and interpreting the data to be gathered. It also
facilitates the understanding of concepts and variables according to given
definitions and builds new knowledge by validating or challenging theoretical
assumptions.
II. Purpose
Think of theories as the conceptual basis for understanding, analyzing, and
designing ways to investigate relationships within social systems. To that end, the
following roles served by a theory can help guide the development of your
framework.
Means by which new research data can be interpreted and coded for future
use,
Response to new problems that have no previously identified solutions
strategy,

Means for identifying and defining research problems,

Means for prescribing or evaluating solutions to research problems,

Ways of discerning certain facts among the accumulated knowledge that are
important and which facts are not,

Means of giving old data new interpretations and new meaning,

Means by which to identify important new issues and prescribe the most
critical research questions that need to be answered to maximize
understanding of the issue,

Means of providing members of a professional discipline with a common

language and a frame of reference for defining the boundaries of their
profession, and

Means to guide and inform research so that it can, in turn, guide research
efforts and improve professional practice.

Adapted from: Torraco, R. J. Theory-Building Research Methods. In Swanson R. A.

and E. F. Holton III , editors. Human Resource Development Handbook: Linking
Research and Practice. (San Francisco, CA: Berrett-Koehler, 1997): pp. 114-137;
Jacard, James and Jacob Jacoby. Theory Construction and Model-Building Skills: A
Practical Guide for Social Scientists . New York: Guilford, 2010; Ravitch, Sharon M.
and Matthew Riggan. Reason and Rigor: How Conceptual Frameworks Guide
Research. Second edition. Los Angeles, CA: SAGE, 2017; Sutton, Robert I. and Barry
M. Staw. What Theory is Not. Administrative Science Quarterly 40 (September
1995): 371-384.
MODULE 3
LESSON 2
EXERCISES 1

This written assignment will provide you an opportunity to develop progressively a

learners model and define a set of educational goals based on task analysis of the
knowledge, skills and disposition required for mastery of a specific curriculum unit.
Directions: Look for a course you plan to teach. Then answer all the questions for steps
1-5.
Step I. Background
1. Who will you teach? Age range? Experience level? High School, Grade 7, 12-14
years old
2. What will you teach them? Knowledge? Skills? Dispositions? Araling Panlipunan
3. Why is it important for them to learn what you plan to teach? To know the history,
culture, government and everything about the Asia
4. Where will you teach them? In what department/subject area? Grade 7 Area, Annex
Building
5. When will you teach the lesson? Length? Total time? Four hours a week

Step 2: Resources Available:

1. How much experience do you have in the field that you have selected? 3 years
2. How much reading have you done? A lot of reading materials and sources
3. Are you aware of educational materials that you have already designed before? Yes

Step 3: Describe the profile of your students.

3.1 Describe the learners characteristics. Middle section range section 16-20
3.1.1 Based on age/maturity and other abilities Age 12 to 14
3.1.2 Knowledge-Based-Pre-existing knowledge, skills related to the design Average
students
3.1.3 Individual Differences Hetero Class

Step 4: Formulate the learning goals/objectives.

Feel free to use whatever format works for your style. Collaborative, Experiential,
Teachnology Based Style

Step 5: Assessment Design

Provide a general description of your assessment approach. Student-Centered
Approach

MODULE 3
LESSON 3
EXERCISES 1

1. Prepare a Lesson plan using the outline suggested in the module. You may
choose any topic in your own field of specialization.