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Learning Activities, Instructional Materials and Tools, and Evaluation Instruments

This document discusses elements to consider when selecting learning activities, instructional materials, and evaluation instruments for students. It emphasizes that activities and materials should be appropriate for students' skills and abilities. Collaborative learning benefits students with low achievement by providing support and teaching teamwork. Evaluating prior knowledge is also vital as it influences how students learn and apply knowledge. The document compares formative assessments during a course to summative assessments at the end to evaluate learning. Sample learning objectives, activities, and assessment tools are provided for a lesson on light sources.

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Alona Marie
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129 views3 pages

Learning Activities, Instructional Materials and Tools, and Evaluation Instruments

This document discusses elements to consider when selecting learning activities, instructional materials, and evaluation instruments for students. It emphasizes that activities and materials should be appropriate for students' skills and abilities. Collaborative learning benefits students with low achievement by providing support and teaching teamwork. Evaluating prior knowledge is also vital as it influences how students learn and apply knowledge. The document compares formative assessments during a course to summative assessments at the end to evaluate learning. Sample learning objectives, activities, and assessment tools are provided for a lesson on light sources.

Uploaded by

Alona Marie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Activities, Instructional Materials and Tools, and Evaluation Instruments

Module 7

Assessment

1. What elements should you think about while selecting learning activities
and materials?

Learning activities and material should be appropriate for the age, interest, skills,
attitudes, and ability level of the students. It’s should also align with course content, course
structure, and instructional approaches.  Instructional materials should be diverse with
respect to levels of difficulty, reader appeal, and should present a variety of points of view.

2. Why are collaborative learning activities beneficial to students with low


academic achievement?

Collaborative learning gives students the support they need in an instructional


environment, having a positive effect on their ability to learn. It also improves student
relationships and teaches students how to manage different perspectives and personality
types. Since each member of the group is essential to the outcome, students will learn to
embrace each other's strengths and learn how to work effectively together.

3. Why is it vital to evaluate prior knowledge?

It is vital to evaluate prior knowledge because it influences both knowledge


acquisition and the capacity to apply higher-order cognitive problem-solving skills.  It
Influences how they pay attention to, understand, and organize information. How people
remember, think, apply, and create new knowledge is influenced by how they process and
integrate new information.  Hence, prior knowledge should be considered in determining
learning activities and materials.
 

4. What are the similarities and differences between formative and summative
assessment?

They're both formative and summative assessment are essential parts of any curriculum.
Formative assessments are quizzes and tests that evaluate how someone is learning material
throughout a course. While summative assessments are quizzes and tests that evaluate how
much someone has learned throughout a course. In the classroom, that means formative
assessments take place during a course and summative assessments are the final evaluations at
the course’s end.

Experiential
Activities

1. Choose a topic and write appropriate objectives for it. Prepare at least three learning
activities that you think are suited for the objectives.

SUBJECT MATTER
Subject: Science
Topic: Light source
Level: Grade 2
Reference: DepEd Curriculum Guided
Materials: Realia, white board, and worksheets.

OBJECTIVES
Students should be able to

 Identify different light source including then Sun


 Collect evidence by making observation when trying to answer a science question
 Use first-hand experience
 Make and record observation, and make comparison

2. Choose the instructional materials that fit the learning activities you have prepared.

Materials: Realia (source of light like lamps, computer screens etc.)

3. Construct appropriate assessment tools for your lesson.

Group work

Divide into groups. List down (10) ten light sources around the school. Look for lamps,
fluorescent lights, computer or phone screens LEDs on computers and screens.
Quiz

A. Answer the questions below.

1) What is the main source of light?


2) What are the other light sources?
3) Can you predict which objects are light sources inside of the class?
4) What are the artificial light sources?
5) Is the moon one of the natural light sources?

B. Fill in the blanks.

The _________ reflects light from


the ____________. Water and mirrors reflect light.

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