Empowerment

Technologies
for the Sports Track

Teacher’s Guide

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universities. We encourage teachers and other education stakeholders
to email their feedback, comments and recommendations to the
Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
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Empowerment Technologies for the Sports Track
Teacher’s Guide
First Edition 2016

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Published by the Department of Education
Secretary: Leonor M. Briones, PhD
Undersecretary: Dina S. Ocampo, PhD

Development Team of the Teacher’s Guide for

Empowerment Technologies for the Sports Track
Joel C. Yuvienco Anamaria Laudet S. Mangubat

Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team

Bureau of Curriculum Development
Bureau of Learning Resources

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 TABLE OF CONTENTS
Empowerment Technologies Curriculum Guide …………… iv

Unit Week 1 Reflection on ICT in today’s society 1

1 Week 2 Contextualized online search and research skills 6

Weeks Applied productivity tools with advanced application techniques 10
3-4
Weeks Imaging and design for the online environment: Module 1 16
5-6
Imaging and design for the online environment: Module 2 20

Unit Weeks Online platforms as tools for ICT content development covering basic 24
7-8
2 web design principles and elements, web page design using
templates and online platforms
Week 8 Online platforms as tools for ICT content development covering online 28
platforms
Weeks Collaborative development of ICT content covering the topics of: 33
9-10 1. Team structure and dynamics for ICT content
2. Online collaborative tools and processes
3. Project management for ICT content
4. Curating existing content for use on the web

Unit Week Multimedia and ICTs covering the topics of: 38

11
3 1. Rich content in the online environment and the user experience
2. Multimedia and interactivity
Week ICTs as platform for change covering the topics of: 42
12 1. ICT as medium for advocacy and developmental communication
2. The social power of social media
3. Digital citizenship and the Filipino people
Week Developing an ICT Project for Social Change covering the topics of: 46
13-16 1. Planning and conceptualizing an ICT Project for Social Change
2. Research for ICT Projects, audience profiling (demographics and
psychographics)
3. Designing and copywriting for ICT Projects
4. Developing and constructing the ICT project

Unit Week Publishing an ICT Project covering the topics of: 50

17-18
4 1. Uploading and website management
2. Promotion, traction, and traffic monitoring
3. Evaluation through user feedback/interaction
Week Sustaining an ICT Project for Social Change covering the topics of: 53
19 1. Updating content and maintaining traffic to an ICT Project for
Social Change
2. Monitoring social impact of advocacies communicated via an ICT
Project for Social Change
Week Reflecting on the ICT learning process covering the topics of ICT, the 56
20 self, and society

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 EMPOWERMENT TECHNOLOGIES
(for the Strand)

Curriculum Guide1
Grade: 11/12 No. of Hours/Semester: 80 hours/semester
Subject Title: Empowerment Technologies (for the Strand) Prerequisite (if needed): N/A

Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating
content and experiences for learning in the professional tracks.

CONTENT
QUARTER 1
WEEKS 1-2
Information and Communication
Technology covering the topics
of:
1. The current state of ICT
technologies (i.e., Web 2.0,
3.0, convergent
technologies, social, mobile,
and assistive media)
2. Online systems, functions,
and platforms
CONTENT LEARNING
PERFORMANCE STANDARD CODE
STANDARD COMPETENCIES
The learners The learners shall be able to: The learners:
demonstrate an
understanding of:
ICT in the context of at the end of the 2-week 1. compare and contrast CS_ICT11/12-
global communication period independently compose the nuances of varied ICTPT-Ia-b-1
for specific professional an insightful reflection paper online platforms, sites,
track on the nature of ICT in the and content to best
context of their lives, society, achieve specific class
and professional tracks (Arts, objectives or address
Tech-Voc, Sports, Academic) situational challenges

Online safety, security, ethics, 2. apply online safety, CS_ICT11/12-

and etiquette security, ethics, and ICTPT-Ia-b-2
etiquette standards and

1 as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides

iv

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CONTENT
Contextualized online search and
research skills
WEEKS 3-4
Applied productivity tools with
advanced application techniques
These advanced tools and
techniques currently include, but
are not limited to:
1. Mail merge and label
generation
2. Custom animations and
timing
3. Hyperlinking in
presentations
4. Integrating images and
external material in word
processors
5. Embedded files and data
6. Advanced and complex
formulas and computations
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CONTENT
STANDARD
The learners
demonstrate an
understanding of:
the use of advanced
tools and techniques
found in common
productivity and
software applications in
developing ICT content
for specific professional
tracks
LEARNING
PERFORMANCE STANDARD CODE
COMPETENCIES
practice in the use of
ICTs as it would relate
to their specific
professional tracks
3. use the Internet as a CS_ICT11/12-
tool for credible ICTPT-Ia-b-3
research and
information gathering to
best achieve specific
class objectives or
address situational
challenges
The learners shall be able to: The learners:
at the end of the 2-week
4. uses common CS_ICT11/12-
period independently apply
productivity tools ICTPT-Ic-d-4
advanced productivity tools to
effectively by
create or develop ICT content
maximizing advanced
for use in specific professional
application techniques.
tracks
These may be in the form of, 5. creates an original or CS_ICT11/12-
but not limited to: derivative ICT content ICTPT-Ic-d-5
1. Calculating spread sheet to effectively
of athletic statistics communicate or present
(Sports) data or information
2. Layout of catalogue of related to specific
creative works (Arts) professional tracks.
3. Materials/ingredients
projections for batches of
baked goods (Tech- Voc)
4. Letterhead/business card
design (Business/
Academic)

CONTENT
WEEKS 5-6
Imaging and Design For the
Online Environment covering the
topics of
1. Basic principles of graphics
and layout
2. Principles of visual message
design using infographics
3. Online file formats for
images and text
4. Principles and basic
techniques of image
manipulation
5. Basic image manipulation
using offline or open-source
software
6. Combining text, graphics,
and images
7. Uploading, sharing, and
image hosting platforms
Usable platforms/applications
currently include but are not
limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
WEEKS 7-8
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CONTENT
STANDARD
how to manipulate text,
graphics, and images to
create ICT content
intended for an online
environment
the principles and
techniques of design
LEARNING
PERFORMANCE STANDARD CODE
COMPETENCIES
at the end of the 2-week 6. evaluate existing CS_ICT11/12-
period independently apply the websites and online ICTPT-Ie-f-6
techniques of image resources based on the
manipulation and graphic principles of layout,
design to create original or graphic, and visual
derivative ICT content from message design.
existing images, text and
graphic elements for use in
specific professional tracks. 7. use image manipulation CS_ICT11/12-
techniques on existing ICTPT-Ie-f-7
These may be in the form of, images to change or
but not limited to: enhance their current
1. Team/athlete/league state to communicate a
recruitment posters message for a specific
(Sports) purpose
2. Logo or crest for a
community, school
organization or barkada
(Arts) 8. create an original or CS_ICT11/12-
3. Labeling and manual of derivative ICT content ICTPT-Ie-f-8
operation for tools and to effectively
equipment (Tech-Voc) communicate a visual
4. Presentation of cafeteria message in an online
patronage data (Business/ environment related to
Academic) specific professional
tracks
at the end of the 2-week 9. evaluate existing online CS_ICT11/12-
period independently apply the creation tools, platforms ICTPT-Ig-h-9
vi

CONTENT
Online platforms as tools for ICT
content development covering
the topics of:
1. The nature and purposes of
online platforms and
applications
2. Basic web design principles
and elements
3. Web page design using
templates and online
WYSIWYG platforms
These online platforms currently
include, but are not limited to:
1. Presentation/visualization
(Prezi, Zoho, Slideshare,
mindmeister)
2. Cloud computing (Google
Drive, Evernote,Dropbox)
3. Social Media (Twitter,
Facebook, Tumblr)
4. Web Page Creation (Wix,
Weebly)
5. File Management (zamzar,
word2pdf)
6. Mapping (Google Maps,
Wikimapia)
WEEKS 9-10
Collaborative development of ICT
content covering the topics of:
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CONTENT
STANDARD
using online creation
tools, platforms, and
applications to develop
ICT content for specific
professional tracks
the key learnings from
the previous weeks,
which they will
synthesize into an
integrated ICT content
LEARNING
PERFORMANCE STANDARD CODE
COMPETENCIES
principles and techniques of and applications in
design using online creation developing ICT content
tools, platforms, and for specific professional
applications to create original tracks
or derivative ICT content for
use in specific professional 10. apply web design CS_ICT11/12-
tracks principles and elements ICTPT-Ig-h-10
using online creation
These may be in the form of, tools, platforms, and
but not limited to: applications to
1. Survey instruments using communicate a
Google forms (Business/ message for a specific
Academic) purpose in specific
2. Athletic match-ups and professional tracks
league standings using
Mindmeister (Sports) 11. create an original or CS_ICT11/12-
3. Catalogues/Swatches/ derivative ICT content ICTPT-Ig-h-11
options for products and using online creation
services using Prezi tools, platforms, and
(Tech-Voc) applications to
4. Online photo album of effectively communicate
artistic works or messages related to
photographs using Picasa specific professional
(Arts) tracks
5. Online music production
using Sibelius (Music)
at the end of the 2-week 12. evaluate the quality, CS_ICT11/12-
period and quarter value, and ICTPT-Ii-j-12
collaboratively develop an appropriateness of
online portal or website to peer’s existing or
showcase and share existing previously developed
vii
 CONTENT LEARNING
CONTENT PERFORMANCE STANDARD CODE
STANDARD COMPETENCIES
1. Team structure and through collaboration and previously developed ICT content in relation
dynamics for ICT content with classmate and content to the theme or
2. Online collaborative tools teacher as both peer intended audience/
and processes and partner These may be in the form of, viewer of an ICT project
3. Project management for ICT but not limited to: 13. share and showcase CS_ICT11/12-
content 1. Online newsletter existing or previously ICTPT-Ii-j-13
4. Curating existing content for 2. Blog developed material in
use on the web 3. Issuu online “magazine” the form of a
collaboratively designed
Online collaborative tools that
newsletter or blog site
may be used currently include,
intended for a specific
but are not limited to:
audience or viewer
1. Google Docs/MS Office 365
2. Prezi
3. Google Chat/Hangouts
4. Skype/Viber/Kakao
Talk/WeChat/Line
Platforms that may be currently
used to host newsletters and
similar ICT content include but
are not limited to:
1. Presentation/visualization
(Prezi, Zoho, Slideshare,
Mindmeister)
2. Cloud computing (Google
Apps)
3. Social Media (Facebook
Pages, Tumblr)
4. Web Page Creation (Wix,
Weebly)
5. Blog sites (Blogger,
Wordpress, Livejournal,
Issuu)

viii

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 CONTENT
CONTENT
STANDARD
QUARTER 2 The learners
WEEK 11 demonstrate an
understanding of:
Multimedia and ICTs covering the
topics of: how rich media content
and interactivity affects
1. Rich content in the online and changes the user
environment and the user experience in the
experience delivery and
2. multimedia and interactivity consumption of ICT
3. Web 2.0, Web 3.0, and user content
participation in the web
LEARNING
PERFORMANCE STANDARD CODE
COMPETENCIES
The learners: The learners:
at the end of the week 14. explore the principles of CS_ICT11/12-
independently assess one’s interactivity and rich ICTPT-IIk-14
experience along a range of content in the context
online rich content on the basis of Web 2.0 and the
of the usability of the interface participation of the user
in the online experience

Types of rich and multimedia

content currently include but are
not limited to:
1. Video and audio, embedded
and on-demand
2. Online games, tests, and
courseware
3. Web-, game-, pod-, and
vod-casting

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 CONTENT LEARNING
CONTENT PERFORMANCE STANDARD CODE
STANDARD COMPETENCIES
WEEK 12 ICT as a tool, medium, at the end of the week 15. share anecdotes of how CS_ICT11/12-
and force in bringing independently articulate how he/she has used ICTs to ICTPT-IIl-15
ICTs as platform for change about action and ICT tools and platforms have be part of a social
covering the topics of: mobilize change in a changed the way people movement, change, or
population, society, or communicate, and how social cause to illustrate
1. ICT as medium for advocacy culture. change has been brought aspects of digital
and developmental about by the use of ICTs citizenship
communication
2. The social power of social
media
3. Digital citizenship and the
Filipino people

Samples of this phenomenon

include but are not limited to:
1. EDSA and Cardinal Sin’s call
to action via radio broadcast
2. EDSA Dos and the use of
text messaging to mobilize
people
3. Million People March against
Pork barrel via Facebook
4. Disaster relief operations
and mobilization via
Internet and text brigades

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CONTENT
WEEKS 13-16
Developing an ICT Project for
Social Change covering the topics
of:
1. Planning and
conceptualizing an ICT
Project for Social Change
2. Research for ICT Projects,
Audience profiling
(demographics and
psychographics)
3. Designing and copywriting
for ICT Projects
4. Developing and constructing
the ICT project
Samples of these advocacies or
projects include but are not
limited to:
1. Antidrug campaigns
2. Youth election volunteer
mobilization
3. Animal welfare and rights
4. Environmental conservation
and action
Contemporary ICT issues
such as cyber bullying,
copyright infringement,
green technology, and
Internet addiction
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CONTENT
STANDARD
how to work with peers
and external publics/
partners for the
development of an ICT
project that advocates
or mobilizes for a
specific Social Change
or cause
LEARNING
PERFORMANCE STANDARD CODE
COMPETENCIES
at the end of the 4-week 16. identify a local or CS_ICT11/12-
period collaboratively regional cause or issue ICTPT-IIm-p16
participate actively in the for Social Change
creation and development of related to specific
an ICT Project for Social professional tracks that
Change relating to an issue in can be addressed or
specific professional tracks tackled using an ICT
Project for Social
Topics may cover, but are not Change
limited to:
1. Promotion of wellness 17. analyze how target or CS_ICT11/12-
in the home (Sports) intended users and ICTPT-IIm-p17
2. Street food safety and audiences are expected
cleanliness drive (Tech- to respond to the
Voc) proposed ICT Project
3. Cultural heritage for Social Change on
promotion through new the basis of content,
designs “Pinoy pride” value, and user
(Arts) experience
4. Savings and financial
literacy drives and 18. integrate rich CS_ICT11/12-
advocacies (Business/ multimedia content in ICTPT-IIm-p18
Academic) design and
development to best
enhance the user
experience and deliver
content of an ICT
Project for Social
Change
19. develop a working CS_ICT11/12-
prototype of an ICT ICTPT-IIm-p19
Project for Social
Change
xi

CONTENT
Weeks 17-18
Publishing an ICT Project
covering the topics of:
1. Uploading and website
management
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/interaction
WEEK 19
Sustaining an ICT Project for
Social Change covering the topics
of:
1. Updating content and
maintaining traffic to an ICT
Project for Social Change
2. Monitoring social impact of
advocacies communicated
via an ICT Project for Social
Change
WEEK 20
Reflecting on the ICT learning
process covering the topics of:
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CONTENT
STANDARD
how to manage an
online ICT Project for
Social Change
how to maintain and
sustain the operation of
an ICT Project for
Social Change
how to reflect on the
nature of ICT and the
manner by which the
learning process has
changed his/her world
PERFORMANCE STANDARD
at the end of the 2-week
period independently and
collaboratively co-manage an
online ICT Project for Social
Change through available
tools, resources, and platforms
at the end of the week
independently evaluate the
performance of an advocacy
via an ICT Project for Social
Change through available
monitoring tools and evaluating
techniques such as user
interviews, feedback forms,
and Analytics data
at the end of the week
independently reflect on the ICT
learning process and how
his/her world view has evolved
over the past semester
xii
LEARNING
CODE
COMPETENCIES
20. demonstrate how online CS_ICT11/12-
ICT Projects for Social ICTPT-IIq-r20
Change are uploaded,
managed, and
promoted for maximum
audience impact
21. generate a technical CS_ICT11/12-
report interpreting data ICTPT-IIq-r21
analytics, e.g. Google,
Facebook, or similar
traffic data on the
general aspects of
search visibility, reach,
and virality
22. generate a report on CS_ICT11/12-
the performance of ICTPT-IIs-22
their ICT Project for
Social Change on the
basis of data gathered
from available
monitoring tools and
evaluating techniques
23. create a reflexive piece CS_ICT11/12-
or output using an ICT ICTPT-IIt-23
tool, platform, or
application of choice on
the learning experience
 CONTENT LEARNING
CONTENT PERFORMANCE STANDARD CODE
STANDARD COMPETENCIES
ICT, the self, and society view. undergone during the
Outputs during this week may semester
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast

xiii

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Code Book Legend Sample: CS_ICT11/12-ICTPT-IIt-23
LEGEND SAMPLE
Learning Area and Strand/
First Entry Applied Track Subject_ICT
Subject or Specialization CS_ICT11/12
Grade Level Grade 11/12
Domain/Content/ Empowerment Technologies
Uppercase Letter/s ICTPT
Component/Topic (for the Strand)
-
Roman Numeral
Quarter Second Quarter II
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to Week Week 20 t
indicate more than a specific week
-
create a reflexive piece or output using an
ICT tool, platform, or application of choice on
Arabic Number Competency 23
the learning experience undergone during
the semester

xiv

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 Unit 1
A connected world needs more than a network of computers and gadgets. It needs a
technology-enabled, confidently mindful, and compassionate digitally aware
community of lifelong learners.

Module for Week 1 Quarter: 1

Competency
Compose an insightful reflection paper on the nature of ICT in the context of their
lives, society, and sports
Lesson Reflection on ICT in today’s society
Key understanding to be developed
The learners reflect on their use of ICT technologies in the context of global
communication for their specific professional track
Knowledge
 To discuss the current state of ICT technologies and describe how ICT can be
used in different sports situations
 Apply online safety, security, ethics, and etiquette standards and practice in
the use of ICTs as it would relate to their specific professional tracks
Skills
 To compose a reflection paper on ICT in their lives, society and profession
 Conduct safety measures to protect their online presence
Attitudes
 To gain a deeper understanding of the role of ICT in their professional track
 To reflect on their online presence and safety measures to protect themselves
Resources needed Pen and paper

Elements of the Plan

I. Preparations
- How will I make the learners ready?
- How do I prepare the learners for the new lesson?
(Motivation /Focusing /Establishing Mind-set /Setting the Mood /Quieting
/Creating Interest – Building Background Experience-Activating Prior
Knowledge/Apperception - Review – Drill)
- How will I connect my new lesson with the past lesson?

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 A. Motivation/Introductory Activity
Introduction to ICT
We live in a connected world. The impact of information and communications
technology (ICT) can be seen in different facets of our society, such as economics,
health, urban planning, among others. Most notably, it has changed the way we
communicate with others—notwithstanding time difference, distance, and culture.

The world of sport, exercise, health and fitness has adapted to changes and
improvement in technology. There are many ways that information and
communications technology influence us—as an athlete, a coach, tournament
organizer, referee or tournament official, health and wellness professional, event
organizer, a teacher, a sports reporter, or anyone wishing to pursue a healthier
lifestyle.

Players and coaches have benefited from using ICT. Coaches can use computer-
assisted video technology, such as slow-motion cameras and software, to capture
movement. Using online software programs, teachers and coaches can then explain,
teach, or develop these movements—hence improving skills. Coaches may also make
use of computer programs to analyze matches, games, and player performance, using
this information to make the necessary adjustments for the player or the next game.
Skills coaches and health and fitness professionals may also use computer programs
to analyze a person’s skill or form when performing a movement.

ICT has changed the way coaches recruit players and make decisions during games.
Traditional methods relied heavily on instinct or gut feel on player recruitment, and
even on gameplay. While these are still important elements today, current technology
has allowed coaches to quantify player and game statistics through data analytics.
These days, teams in professional leagues employ scouts that monitor opposing
teams and players. A coach may be able to use a player’s statistics as basis to make
decisions before or during games. Another example of ICT use in sports is that of an
athlete’s 100m-sprint performance recorded onto a spreadsheet and tracked over
time. Using a timer to record an athlete’s 100m sprint and recording it into a
spreadsheet is already one way of using ICT. By taking these measurements at
regular intervals during a training season, a coach can then track a player’s progress
throughout the season.

Online safety and privacy

One of the benefits of the Internet is the enhancement of our communication
experiences. E-mail and social media platforms have allowed us to share information
almost immediately. However, the abundance of information available also has its
drawbacks and risks. We must be aware of the information we post about others and
ourselves online, as we tend to underestimate the amount or importance of
information we share. While social media has indeed allowed us to share mundane
details about our day, certain practices are recommended in order to protect ourselves
on the Internet. Thoughtless posting of information can make our families, friends, and
ourselves vulnerable.

Using the Internet should also mean keeping and protecting your privacy. This
includes being careful about what you post online. Take time to read the website’s
privacy policy. Note what information the website gathers about you, how this data is
intended to be used, what information is shared publicly, and what is secured.

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 Most websites include data policies, which explain how your information is used. The
data policy states what information the website collects from you, how it is used and
shared, how you can manage your information, and how to report suspicious activity
on your account.

Social networks have allowed us to keep connected with our loved ones and stay
updated about goings-on in their lives. Technology allows us view others’ lives as well
as give others a peek of our own. Because of this, we must be extra vigilant with what
we post on the Internet. Microsoft (2014) provides several suggestions on protecting
yourself on the Internet.

Protecting yourself on the Internet:

1. Do not post anything that you do not want public.
2. Minimize posting information that can identify you or your location.
3. Do not share passwords with other people.
4. Create strong passwords. And avoid using the same password everywhere. If
someone steals this information, they may use this against you.
5. There are plenty of scams on the Internet. Protect yourself from fraudulent
offers, such as fake job advertisements, emails claiming that you won the
lottery, or requests from distant strangers to transfer funds. Be careful with links,
photos and videos that are sent to you, even if they are from people you know.
Clarify with them first before opening the content.
6. How do you know if a website
is safe? Signs of safe websites
include having “https” as the
start of the website address
and a lock image beside the
website name. When you see
https instead of “http”, it means
the session is secure and
encrypted.

Elements of the Plan

II. Presentation
- How will I present the new lesson?
- What materials will I use?
- What generalization /concept /conclusion /abstraction should the learners arrive
at?

(Showing/Demonstrating/Engaging/Doing /Experiencing /Exploring

/Observing - Role-playing, dyads, dramatizing, brainstorming, reacting,
interacting - Articulating observations, finding, conclusions, generalizations,
abstraction - Giving suggestions, reactions solutions recommendations)

A. Activity
Personal reflection
ICT and Society
1. Do you have a smartphone? What are the mobile applications that you use most
often?

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 2. What are the advantages and disadvantages of having a mobile application that
acts as an online coach/personal trainer on your computer/smartphone?
3. List the advantages and disadvantages of watching YouTube videos of
exercises and workouts.

Social Media
1. Do you use social media? What social media accounts do you own? How often
do you use social media?
2. What are the consequences of posting too many things online?
3. What is your online social media presence? How much of your personal life is
displayed online? What do you think are the benefits and risks of displaying
personal information?

Online Safety and Piracy

1. Choose two websites that you use often that ask for your personal security (ex.
your email account and your social media account).
2. Go to their respective home pages and search for their Privacy Policies.
3. Which privacy policy provisions are most important to you? Why?

B. Analysis
 Discussion on the role of ICT in the sports and health and wellness sector.
 Discussion on online privacy and safety.

C. Abstraction
Do you think your community is ready for a networked world? As a student
practicing/playing a sport, how can you use ICT to help develop your skills?

Elements of the Plan

III. Practice
- What practice exercises/application activities will I give to the learners?

A. Application
Provide examples where ICT is used in sports and health and wellness.

Assessment
Assessment Matrix

How will I
Levels of Assessment What will I assess? How will I score?
assess?

Discussion on role of
Process or Skills ICT in sports, health N/A N/A
and wellness

Products/Performances See the following

Submission
(Transfer of Reflection paper Rubrics for
of paper
Understanding) reflection paper

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 Rubrics for reflection paper

Weak Fair Good Very

Criteria Guide Questions Good
1 2 3 4

Was the information logical and presented

in a sequence that the audience can
follow?
Organization
Information is presented in a logical and
interesting sequence and points are
expressed clearly.

Objectives of the paper are clearly stated,

Objectives appropriately repeated and strongly
supported.

Language The language choices are thoughtful and

choices support the effectiveness of the paper.

The writer demonstrates deliberate

Self-
reflection and demonstrates awareness of
awareness
one’s own thought processes.

Reflection may challenge long-held

assumptions or demonstrate new
Levels of
perspectives. The reflection provides
Learning
insight into personal goals and levels of
learning.

Assignment

1. Read the following articles online that detail the rise of data analytics in sport:

 Norton, S. (July 10, 2014). Germany’s 12th man at the world cup: Big data.
Retrieved February 10, 2016. http://blogs.wsj.com/cio/2014/07/10/germanys-
12th-man-at-the-world-cup-big-data

 Ross, T. (June 25, 2015). Welcome to smarter basketball. Retrieved February

10, 2016. http://www.theatlantic.com/entertainment/archive/2015/06/nba-data-
analytics/396776/

 Anderson, R.J. (2014, July 24). With big data, Moneyball will be on steroids.
Retrieved http://www.newsweek.com/2014/08/01/big-data-about-change-how-
baseball-teams-evaluate-player-defense-260972.html

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Module for Week 2 Quarter: 1
Competency
Use the internet as a tool for credible research and information gathering to best
achieve specific objectives or address situational challenges
Lesson Contextualized online search and research skills
Key understanding to be developed
Learners use the internet as a tool for credible research and information gathering and
understand the dangers of plagiarism
Knowledge
To distinguish searching on search engines and academic databases
Skills
To conduct basic search on academic databases on the internet
Attitudes
To reflect on plagiarism and its consequences
Resources needed
 Computer or laptop with internet connection
 Pen and paper

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
(Individual)
Introduce Google Scholar
Google scholar is an online search engine that provides access to journal and
conference papers, theses and dissertations, academic books, pre-prints, abstracts,
technical reports and other scholarly literature. These come from different sources,
such as academic databases, scientific journals and publishers, professional
societies and other websites that contain scholarly articles. This differs from
traditional search engines as it focuses on scientific articles. Therefore, if you are
searching for shorter articles such as book reviews, news articles, and editorials, they
are usually not included. Documents without titles or authors are also not included. If
you are familiar with using the Google search engine, Google Scholar will feel
familiar. Its articles are ranked in terms of relevance, but you can change this setting
so that results are arranged by year or date.

There are several advantages to using Google Scholar. If you are familiar with the
Google search engine, then Google Scholar is less of a learning curve. The articles
are also sorted by relevance. Finally, full-text of articles are included if they are
available. Otherwise, you may need to check with your institution to see if they have
access to academic databases.

Google Scholar provides some tips as well on how to refine your search results. For
example, if you are new to the topic, you can pick up some information from
secondary sources. In addition, you may click “Related articles”, “Cited by” or the
author’s name to give you more information. Don’t be afraid to explore!

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 Citing Your Sources
Every time you use information from the internet or any print source, you must give
credit to the author—otherwise, you risk being charged of plagiarism. There are
several methods of citing a source: MLA, APA or Chicago style. The Purdue Online
Writing Lab (https://owl.english.purdue.edu/owl/section/2/) is a valuable resource for
conducting research and for citing your primary and secondary sources.
When you cite a source, you give credit to the source by citing in-text and then writing
down your list of references. When writing a research paper, the reference list is
usually the last page of your manuscript.

Elements of the Plan

II. Presentation

A. Activity
Searching using Google Scholar
Searching Using Google Scholar: From Broad to Narrow
1. Choose a general topic of interest (e.g. boxing)
2. Enter the search term on Google Scholar. Write down the first three articles that
come up.
3. Narrow your search. (e.g. Manny Pacquiao). Repeat step 2.
4. Further narrow your search. (e.g. Manny Pacquiao speed and agility). Repeat
step 2.

B. Analysis
Discussion on plagiarism
Introduction: The amount of information available on the internet makes one
susceptible to plagiarism. You need to cite your sources whenever you quote a
piece of text, “copy-paste” anything from the internet, and when you paraphrase or
summarize someone else’s ideas. (APA Guide, n.d.) By not citing your sources, you
are committing plagiarism. Committing plagiarism may have disastrous personal
consequences for you and immeasurable damage to you and your institution’s
credibility.

C. Abstraction
Here are some additional tips to help you in your research:
 If you cannot find the full text of the article, click on “All versions” to see if
there are full-text versions available elsewhere. You can use these search
engines as an alternative to Google Scholar. They will provide free access to
abstracts, but some of these search engines may require you to pay to read
the full version. You may also ask your institution if they have subscriptions to
academic databases and/or journals that may aid you in your research.
 The following list provides examples of journals or search engines that have
access to scientific articles in sports, health, and fitness:
o PLOS One is an open access journal that publishes original research
within science and medicine. All the articles are legally available for
free. http://www.plosone.org/

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 o PubMed is a Search engine accessing the MEDLINE database of
articles on life sciences and biomedical topics. http://www.ncbi.nlm.nih.
gov/pubmed
o ERIC. U.S. Department of Education database of education-related
literature, including journal articles, conferences, government
documents, reports, books, and bibliographies. http://www.eric.ed.gov/
o EBSCOhost offers a broad range of full text and bibliographic
databases designed for research. https://www.ebscohost.com/
academic/subjects/category/free-databases

Elements of the Plan

III. Practice

A. Application
Following the instructions for the activity, complete the table below:
Topic Results

Topic (broad):

Topic (narrow):

Assessment
Assessment Matrix
How will I
Levels of Assessment What will I assess? How will I score?
assess?

Submission of Discussion on 1 mark for each

Process or Skills
output the Outputs article listed
A rubrics for
Products/Performances Discussion on
Participation participation is
(Transfer of Understanding) plagiarism
located below

Rubrics for participation

Exemplary Proficient Developing Unacceptable
Criteria
4 pts. 3 pts. 2 pts. 1 pt.
Frequency of Student initiates Student initiates Student initiates Student does not
participation and contributions sometimes. contribution initiate
quality of regularly. Comments are once. Comments contribution &
comments Comments are mostly insightful are sometimes needs instructor
always insightful & constructive; constructive, with to solicit input.
and constructive. mostly uses occasional signs Comments are
Comments are appropriate of insight. uninformative,
balanced terminology. Student does not lacking in
between general Occasionally, use appropriate appropriate
impressions, comments are terminology; terminology.

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 Exemplary Proficient Developing Unacceptable
Criteria
4 pts. 3 pts. 2 pts. 1 pt.
opinions & too general or comments are
specific, not relevant to not always
thoughtful the discussion. relevant to the
criticisms or discussion.
contributions.
Listening skills Student listens Student is mostly Student is often Does not listen to
attentively when attentive when inattentive and others; regularly
others present others present needs reminder talks while others
materials, ideas, materials. to focus on class. speak or does
perspectives. Student builds on Occasionally not pay attention
Student reflects others’ remarks. makes disruptive while others
and builds on Occasionally comments while speak; detracts
others’ remarks. needs others are from discussion;
encouragement speaking. sleeps, etc.
or reminder

Assignment

Creating a Reference List

1. Identify a research topic that you wish to investigate.
2. Using any of the research search engines, search for five articles that come from
different resources (news articles, scientific journals, web posts, online
commentaries, editorials, etc)
3. Write down the reference list of these 5 articles using the APA and MLA citation
styles.

References
APA Guide. (n.d.). When do you have to cite your sources? Retrieved February 10,
2016. https://library.peirce.edu/APA/whentocite
Chang, T. (n.d.) Rubric for assessing student participation. Retrieved August 24, 2016.
https://www.cmu.edu/teaching/assessment/examples/courselevel-bytype/performancecriteria/
tools/participationrubric-cfa.pdf

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Module for Weeks 3-4 Quarter: 1

Competency
Creates an original or derivative ICT content to effectively communicate or present
data or information related to specific professional tracks
Lesson Applied productivity tools with advanced application techniques

Key understanding to be developed

Use common productivity tools effectively and create original or derivative ICT content
to effectively communicate or present data or information

Knowledge
 Introduce productivity tools such as spreadsheets to track data
 Understand how productivity tools can be used to present information in
sports

Skills
Create a spreadsheet using open-source software or online spreadsheet
programs to create a spreadsheet where you track your own walking activities

Attitudes
 Works independently to create fitness tracking spreadsheet
 Compare and contrast statistics of different players in team sports
 Analyze how statistics and data analysis changes the sports environment

Resources needed
 Timer/stopwatch
 Pen/paper
 Computer with spreadsheet software (Microsoft Excel, Google Sheets, LibreOffice,
etc) installed. Microsoft Office and Google Sheets also have mobile applications so
you may download these applications and use them on your phone.

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Physical Activity Tracker (Individual)
Prepare a spreadsheet
Mon Tue Wed Thu Fri Sat Sun

Morning

Afternoon

Evening

TOTAL

10

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 Elements of the Plan
II. Presentation

A. Activity
Physical Activity Tracker
1. For one week, monitor your walking time for each day. For example, if you
walked 30 minutes from your house to school, write it down on a sheet of paper.
 Morning is defined as the time you wake up until you have your lunch.
 Afternoon is defined as the time after lunch until you have your dinner.
 Evening is defined as any time after dinner and before you go to bed.
2. Transfer the data of each day on the spreadsheet above.
3. Make a note to students: If you participate in other physical activities (e.g.
varsity or club practice, training), create a separate spreadsheet for this.
Indicate the activity in each box.

B. Analysis
Questions
1. What is the total number of minutes for the whole week?
2. What is the total number of minutes per day?
3. What is the average walk time per day?
4. What time of the day were you most active?
5. What day were you most active?
6. What can you learn from the numbers that you have presented?

C. Abstraction
Your results from the spreadsheet show how much time you spend walking and
doing other physical activities. When you take statistics in your future courses, you
will find that numbers can mean anything. What is important is interpreting those
numbers. This is what data analysis is. Let’s take a look at an example in the sports
context.

Advanced statistics and data analytics in sport have helped advance the field. As
such, there have been growing debates about which numbers best predict a player
or a team’s success. Professional leagues or events that are broadcasted to wide
audience usually have pre- or post-game shows where TV analysts attempt to
analyze a game or match based on the numbers or data collected.

In the NBA, several methods exist to measure player effectiveness. The two most
popular methods are Player Efficiency Rating (PER) and Player Impact Estimate
(PIE). PER was developed by ESPN, which attempts to quantify a player’s
contribution into a single number by subtracting a person’s negative contributions from
his positive contributions. The NBA, meanwhile, has its own metric called the Player
Impact Estimate (PIE), which measures a player’s contributions and impact on a
game. This shows a percentage of game events that player achieved.

Let’s take a look at the following example. The following two tables show the
rankings for both PER (Table 1) and PIE (Table 2) for the 2014-2015 NBA season.

11

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 Table 1: PER chart for 2014-2015 NBA season2

Player (Team) Player Efficiency Rating (PER)

Anthony Davis (NO) 30.89
Russell Westbrook (OKC) 29.12
Stephen Curry (GSW) 28.06
Kevin Durant (OKC) 27.65
James Harden (HOU) 26.76

Table 2: PIE chart for 2014-2015 NBA season3

Player (Team) Player Impact Estimate (PIE)

Sim Bhullar (SAC) 30.4
Jerrelle Benimon (UTA) 30.0
Kevin Durant (OKC) 19.4
Anthony Davis (NO) 19.2
Russell Westbrook (OKC) 18.7

The top 5 candidates for the MVP for the 2014-2015 season were: Stephen Curry,
James Harden, Russell Westbrook, LeBron James and Anthony Davis—with Curry
ultimately winning the award. Both PER and PIE are resources for awarding the MVP.

Using the data presented in Tables 1 and 2, answer the following questions:
1. What similarities do you notice between the two tables?
2. What are the differences between the two tables?
3. Do you think these two methods are accurate measures of a player’s impact
to a team?
4. What is a better predictor for the MVP award? Explain.
5. What other method would you use to measure player impact or to award the
MVP? Why? (This could be an existing statistic or you could create your own.
Provide an explanation.)

The Rise of Fantasy Leagues (Mass, 2014)

Passionate fans of different sports can experience managing or coaching their own teams
through Fantasy Leagues. Fantasy leagues are online games for different professional
sports, such as basketball, American football, basketball, soccer, where player and team
statistics are used to gain a competitive edge. In a fantasy league, you play as a general
manager or coach and are given a set budget to assemble a team of players.

Each team has the opportunity to draft players in a league draft. When creating your team,
study the skill set and previous statistics of a player to see how he or she will fit your team.
Each league may also have its own scoring system, so you may also choose your players
based on this scoring system. Your team will then compete against other teams in an
online league. Over the course of the league, your players’ real-time performance is
converted into fantasy points. Fantasy leagues use real-time statistics and your team
gains or loses points depending on your players’ performance during their actual games.

2 Source: http://insider.espn.go.com/nba/hollinger/statistics/_/year/2015
3
Source: http://stats.nba.com/league/player/#!/advanced/?sort=PIE&Season=2014-15&SeasonType=Regular
%20Season&dir=1

12

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 During the course of the season or league, you are able to make decisions for your team,
such as dropping or substituting a member because of injury, poor performance or any other
criteria. If you have
made the right
decisions, your
team can advance
to the playoffs and
eventually the
championship.

Fantasy leagues
have become an
integral part of
being a fan, such
that you can find
fantasy leagues for
varying degrees of
experience, from
beginners to
experts.

(Premier League, 2015)

Elements of the Plan

III. Practice

A. Application
Activity 1: Applying Statistics
Using statistics/data analytics, present a scenario to the class where you can
maximize a player’s performance by analyzing his or her statistics.

1. Choose a professional sports league where you have access to player/team

statistics. Helpful resources include:
 NBA: www.nba.com/stats (Basketball)
 MLB: http://mlb.mlb.com/stats/sortable.jsp (Baseball)
 FIFA: http://www.fifa.com/fifa-tournaments/statistics-and-records/
(Football/Soccer)
 ATP: http://www.atpworldtour.com/en/stats (Men’s tennis)
 WTA: http://www.wtatennis.com/scores-and-stats (Women’s tennis)
 PBA: Philippine Basketball Association Statistics
 UAAP Volleyball: https://issuu.com/tmxsports/docs/uaap76-18/1

2. Using the statistics available on each website, select 5 statistics and define
each.
3. Identify the top 5 performers for each statistic.

Activity 2: Creating a class fantasy league

1. Choose a local professional league that is about to begin.

13

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 2. Assign an officiating committee in the class that will create the rules for the class
fantasy league.
3. Divide the class in several groups so that each group will have the same
number of members.
4. The officiating committee will explain the rules to these
Note to Teacher
groups prior to the draft.
5. The officiating committee will organize the draft day for Make sure that
the league. there is no betting
6. Each group will have an equal opportunity to draft players involved.
for their respective teams, according to the rules set by
the officiating committee.
7. Over the course of the semester, follow the league and update the team
standings.
8. Make a note to the officiating committee: brainstorm on the rules for the fantasy
leagues, including awarding points for each winning team and penalties for
teams that violate rules.

Assessment
Assessment Matrix
What will I
Levels of Assessment How will I assess? How will I score?
assess?
Submission of Completed?
Physical activity
Process or Skills physical activity Yes = 10 points
tracking sheet
tracking sheet No = 0 point
Products/Performances Discussion on
See participation
(Transfer of MVP analysis in Participation
rubrics below
Understanding) the NBA

Rubrics for participation

Exemplary Proficient Developing Unacceptable

Criteria
4 pts. 3 pts. 2 pts. 1 pt.

Frequency of Student initiates Student initiates Student initiates Student does not
participation contributions sometimes. contribution initiate
and quality of regularly. Comments once. Comments contribution &
comments Comments are mostly insightful are sometimes needs instructor
always insightful & constructive; constructive, to solicit input.
and constructive. mostly uses with occasional Comments are
Comments are appropriate signs of insight. uninformative,
balanced terminology. Student does not lacking in
between general Occasionally use appropriate appropriate
impressions, comments are terminology; terminology.
opinions & too general or comments not
specific, not relevant to always relevant
thoughtful the discussion. to the
criticisms or discussion.
contributions.

14

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Exemplary Proficient Developing Unacceptable
Criteria
4 pts. 3 pts. 2 pts. 1 pt.

Listening skills Student listens Student is mostly Student is often Does not listen
attentively when attentive when inattentive and to others;
others present others present needs reminder regularly talks
materials, ideas, materials. of focus of class. while others
perspectives. Student builds Occasionally speak or does
Student reflects on others’ makes disruptive not pay attention
and builds on remarks. comments while while others
others’ remarks. Occasionally others are speak; detracts
needs speaking. from discussion;
encouragement sleeps, etc.
or reminder.

Assignment

Playing Team Manager

1. Choose a professional league and identify which statistics (using the websites
above) are the most important for team success. Explain your answer.
2. How has sports analytics been used to advance these professional leagues?
3. If you were a team owner, what statistic(s) will be your focus to ensure your
team’s success? Explain your answer.
4. Which three players were the biggest “bargains” of the season? Given their
salary, which three players had the best performance?
5. Which three players underperformed last year, that is, which players performed
below expectations given their salaries?

References
Mass, A. (June 25, 2014). How to play fantasy football. Retrieved September 23, 2016.
http://www.espn.com/fantasy/football/story/_/page/nfldk2k14intro/first-timer-guide

Chang, T. (n.d.) Rubric for assessing student participation. Retrieved August 24, 2016.
https://www.cmu.edu/teaching/assessment/examples/courselevel-bytype/performance
criteria/tools/participationrubric-cfa.pdf

15

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Module 1 of 2 for Weeks 5-6 Quarter: 1
Competency
 Use image manipulation techniques on existing images to change or enhance their
current state to communicate a message for a specific purpose
 Create an original or derivative ICT content to effectively communicate a visual
message in an online environment related to specific professional tracks
Lesson Imaging and design for the online environment

Key understanding to be developed

Apply the techniques of image manipulation and graphic design to create original or
derivative ICT content from existing images, text and graphic elements
Knowledge
Explain functions of Kinovea
Skills
Analyze a sports skill or movement using Kinovea
Attitudes
Evaluate classmates’ output using peer assessment and evaluation
Resources needed
Note to Teacher
Computer with Kinovea installed
Make sure your computer
has the system
requirements needed to
run Kinovea

Elements of the Plan

I. Preparations
Methodology

A. Motivation/Introductory Activity
Using Movement Analysis Software – Kinovea

Introduction to Kinovea
There are several programs available online to analyze body movement in sport.
Kinovea is “a video analysis software dedicated to sport”, targeting primarily coaches,
athlete, medical professionals. Kinovea is open-source software, meaning you can
download it for free and can be used in a variety of operating systems. This program
has several features that allow you to observe video clips. Kinovea allows you to zoom
in and magnify your videos. This is especially helpful when wanting to analyze joint
motion when performing a skill, such as a squat or a jump. Many professional sports
leagues use high-speed cameras that capture videos at 1000 frames per second.
Kinovea allows you to adjust for these high frame rates. You can also create a
summary of a video using the Overview function (see following image).

16

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 Kinovea overview4

Should there be a particular moment in the video that you wish to emphasize, you can
highlight this moment by turning it into a key image and add comments, or drawing
lines, circles, angles, labels, and highlights (see image below).

Kinovea highlights5

You can also open two videos simultaneously and compare and synchronize them.
Other observing tools include mirroring videos and images, adjusting image quality,
and playing clips in reverse. Video clips can be played in slow motion or frame by
frame to be able to get more details about the movement.

4
Source: kinovea.org
5 Source: kinovea.org

17

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Elements of the Plan

II. Presentation

A. Activity

Video Analysis
Activity 1: Perform a video analysis of the skill or movement of your choice.
1. Use your video camera to capture the skill or movement of your choice. Make
sure that there is enough light and that you angle the camera in such a way that
the entire movement is captured. Make sure that you are recording at a high
quality. Recording at a lower resolution will give you a blurry picture and you
might not be able to see all the details.
2. Using Kinovea, highlight the key points in your skill or movement using
drawings, lines, arrows, labels, etc. Explain why these are the key highlights.

B. Analysis
Activity 2: Upon completion of the activity, present your work to the class using
these guide questions:
1. What points in the video did you highlight?
2. Why did you choose those highlights?

Peer Evaluation
Evaluate your peers using the rubrics below
Peer Evaluation rubrics
Very
Criteria Weak Fair Good
Good
Organization 0.5 1 2 3
Information is presented in a logical and interesting
sequence and points are expressed clearly.
Content 5 6 7 8
The presentation accurately explained and
illustrated important points.
Delivery 0.5 1 2 3
The student is comfortable and confident when
presenting.
Engagement 3 4 5 6
The output is visually appealing. It is eye-catching
and captures your interest quickly.
Total
Comments:

18

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 C. Abstraction
After peer evaluation, provide comments to your peers by writing in the comments box
and submitting them to your instructor.

Elements of the Plan

III. Practice

A. Application
Practice using Kinovea by analyzing two more skills. You may use your own videos
or choose an existing video.

Assessment
Assessment Matrix
Levels of What will I
How will I assess? How will I score?
Assessment assess?
 Compiled peer  60% - Instructor
Submission of assessment rubrics score on rubrics
Process or Skills
Kinovea output  Grading of student  40% - Peers’ score
using same rubrics on rubrics
 Analysis of video
 Submitted = 1
Products/ and student
point
Performances comments Submission of
 Not submitted/no
(Transfer of  Continuing comments
comment = 0
Understanding) practice of
points
Kinovea

Assignment

Continue practice of Kinovea

References
(“Frequently asked questions”, n.d.) “Frequently asked questions.” (n.d.) Retrieved February 15, 2016
http://www.kinovea.org/help/en/index.htm

Kinovea (Version 0.8.15) [Software]. Available from http://www.kinovea.org/

“Kinovea Overview”. (n.d.) Retrieved February 16, 2016 http://www.kinovea.org/help/en/index.htm

Kinovea (Version Hayes, B., Tesar, B., & Zuraw, K. (2003). OTSoft: Optimality Theory Software
(Version 2.1) [Software]. Available from http://www.linguistics.ucla.edu/people/ hayes/otsoft/

19

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Module 2 of 2 for Weeks 5-6 Quarter: 1
Competency
 Use image manipulation techniques on existing images to change or enhance their
current state to communicate a message for a specific purpose
 Create an original or derivative ICT content to effectively communicate a visual
message in an online environment related to specific professional tracks
Lesson Imaging and design for the online environment
Key understanding to be developed
Apply the techniques of image manipulation and graphic design to create original or
derivative ICT content from existing images, text and graphic elements
Knowledge
Recognize online graphic design tools
Skills
 Demonstrate image and graphic design using online tools
 Design a poster promoting a fitness event
Attitudes
Work collaboratively with peers for online design projects
Resources needed Computer with internet connection

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Introduction to Canva
Canva (www.canva.com) is a free online software tool that allows you “design
presentations, social media graphics and more.” They have “thousands of beautiful
layouts” on their website that you can use (see Figure 1). There are millions of stock
photographs, photo filters, fonts, and icons and shapes that you can use in order to
create a stunning and visually appealing poster. In addition, their design school
(https://designschool.canva.com/) gives you helpful tutorials and techniques to help
you navigate the world of design. They have topics on designing flyers, infographics,
book covers, banners and posters. In addition, they also cover topics such as trends in
design, branding and marketing, design principles and guidelines.

A key advantage
of Canva is that
as long as you are
online, your work
is automatically
saved and you
may download it
in several formats:
jpeg, pdf and in
high resolution.
This however also
comes with some
disadvantages—
you need to make A screenshot of Canva

20

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 sure you do not have any corrections before you have your work published. As you
save the final copy, you will not be able to make any more changes to your design.

Elements of the Plan

II. Presentation

A. Activity
Designing presentations
Activity 1: Design a poster for a fitness or sports event that you are promoting.
Instructions:
1. Form groups of 4 in the class.
2. Decide on a fitness or sports event that you would like to promote. This can be
an existing event or you can create your own.
3. Design a poster promoting the fitness or sports event.
4. Present your work at the end of the session.

B. Analysis
Present your poster for your fitness/sports event in front of the class and discuss your
output. Each group will then rate other groups using the assessment below.

Very
Weak Fair Good
Criteria Good
1 2 3
4
Organization
Information is presented in a logical and interesting
sequence and points are expressed clearly.
Content
The presentation accurately explained and illustrated
important points.
Delivery
The group is comfortable and confident when
presenting.
Engagement
The poster is visually appealing. It is eye-catching
and captures your interest quickly.

Also, you may evaluate each of the members of your group based on the criteria
below. Indicate their scores in the boxes.
Values: 5 = Superior, 4 = Provided insight Helped Fostered Contributed
Above Average, 3 = and content in keep the healthy to the
Average, 2 = Below group group on group quality of
Average, 1 = Weak discussions task dynamics work
Name: ____________
Name: ____________
Name: ____________
Comments:

21

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 C. Abstraction
As you progress in your design skills, you may also find other programs that offer
advanced features not currently found on Canva. Adobe Photoshop is the most popular
and powerful tool used to edit photos and create visuals and is used by top photographers
and designers in the world. Unfortunately, this program is not free. You can however
download GNU, which has similar features. GNU is an open-source software that has a
vast array of editing tools and for creating visuals. At first glance, it may seem relatively
confusing because of the many options. There are several tutorials online that you can
use to edit your own creations. Remember, it takes practice to use these editing tools!

Elements of the Plan

III. Practice

A. Application
Online search for images

Searching for Images

Similar to research for articles, you may also find pictures, images or templates
online that you can use for your posters. As discussed in lesson one, when using
templates found online, always give credit to the source. You may find stock photos
related to sports, fitness, and exercise through the websites in the nest section.
Because these photos are free, you may need to sort through a vast collection
before you find the picture you are looking for.

Some websites include a search option where they make use of “tags.” Tags allow
users that upload these photos to label them under a common banner. For example, if
a user has a set of pictures with a common theme of playing sports, he or she can tag
these photos as “sports.” Likewise, if a person has a set of photos of people
exercising, the photos may be tagged as “exercise” or “health”, “wellness”, or “fitness.”
Usually sites can allow multiple tags per photo to make them more search-friendly.
Once you’ve typed the tags or clicked on the tag, your search results will be filtered.
Some sites have additional filters, allowing you to sort the results by relevance, date
added or most popular.

Using Stock Images

Preferably, you should use your own photos and images when creating a poster. If
you are unable to use original images, you can search online. If you find a graphic
or photo online that you wish to use, credit accordingly. There are websites that
provide stock photos that you can use. However, there are also copyrighted images
and need to be bought before use. Healthonomics gives a list of websites where you
can download stock photos for free: https://www.healthinomics.com/free-stock-
images/. The list includes:

 Pixabay (https://pixabay.com/)  StokPic (http://stokpic.com/)

 Pexels (http://www.pexels.com/)  Barn Images (http://barnimages.com/)
 Unsplash (http://unsplash.com/)  FoodiesFeed (http://foodiesfeed.com/)
 Stock Snap (https://stocksnap.io/)  PicJumbo (/)

These websites contain a vast number of photos from different categories, so use
appropriate search terms, such as “fitness”, “exercise”, “health”, “gym”, “running”. The

22

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 photos in these websites are under the Creative Commons License, which means that
you can “modify, copy and distribute the work, even for commercial purposes without
asking for permission” (“CC0 1.0 Universal Public Domain Dedication”). Some of these
websites may require you to create an account so that you can receive updates when
new photos are published.

Tips for Poster Design

Read Design Shack’s article on 10 steps for poster design:
http://designshack.net/articles/inspiration/10-tips-for-perfect-poster-design/

Assessment
Assessment Matrix
Levels of Assessment What will I assess? How will I assess? How will I score?
Submission of output
Compiled peer Compiled peer
 Poster for sports/
Process or Skills assessment assessment
fitness event
rubrics scores
 Team logo

Products/Performances
Compiled peer Compiled peer
(Transfer of Group collaboration
evaluation evaluation scores
Understanding)

Assignment

Design a team logo for your school’s intramurals. Follow the instructions in Activity 1.

References
“CC0 1.0 Universal Public Domain Dedication” Retrieved February 26, 2016 http://creative
commons.org/publicdomain/zero/1.0/

23

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Unit 2
ICT and related tools reach a higher level of engagement when used in a more social
online context.

Module for Week 7-8 Quarter: 2

Competency
 Evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
 Apply web design principles and elements using online creation tools, platforms,
and applications to communicate a message for a specific purpose
Online platforms as tools for ICT content development covering basic web
Lesson design principles and elements, web page design using templates and online
platforms
Key understanding to be developed
Learners apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific purpose in specific
professional tracks
Knowledge
Compare blogging platforms and evaluate which best suits one’s needs
Skills
Publish a blog or online newsletter containing previous content, e.g. Kinovea skill
evaluation, team logo design or Canva designs, physical activity tracking
spreadsheet, sports statistics, etc.
Attitudes
Understand intended audience to effectively communicate message
Resources needed
 Content from previous lessons (e.g. Kinovea skills, Canva designs, physical activity
tracking spreadsheet, sports statistics, etc.)
 Computer with internet connection

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Review of previous lesson
Compile all of the output you have created since the first lesson. These may include:
1. Physical activity tracking sheet
2. Player/team statistics
3. Kinovea output (movement or skill analysis)
4. Canva output (team logo design, event poster)

24

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Introduction to Blogging Platforms
A web log or “blog” has become an essential tool when navigating the Internet.
Traditionally, individuals used blogs as online journals. It would be common to read a
complete stranger’s daily musings on the Internet. Nowadays, it is common to see
multiple users on one blog talking about a variety of issues.

There are many options to choose from when creating a blog. Some of the most
popular and free platforms are blogger, wordpress, tumblr, wix, and weebly. Facebook
has even modified the features of their Notes section so that it can act as a blog.
Using social media platforms, such as Facebook, as a blog is advantageous as you
can repost or share content that have been posted by others. However, there may be
limitations on the amount of customization regarding design you can do. Creating a
blog allows you complete control of what you want your website to look like. The
websites mentioned above provide customization options that allow for easy editing. In
addition, these websites also offer more customization options and data analytics for a
price.

Elements of the Plan

II. Presentation

A. Activity
List blogging platforms
Blog search
Go on the Internet and conduct a search for blogging or online magazine publishing
platforms.

B. Analysis
Evaluate the pros and cons of different blogging platforms
Complete the following table:
Name of platform Pros Cons
1.
2.
3.
4.

C. Abstraction
Deciding which platform to publish
Which platform?
1. Think of an appropriate title for your blog.
2. Prepare all material from previous lessons.
3. Experiment with the different features (templates, colors, fonts, etc) and choose
what is appropriate for your content.

25

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Elements of the Plan
III. Practice

A. Application
Transfer of material
1. Transfer your material from the different source (Kinovea, Google Sheets,
Canva, etc) on to your desired blogging platform.
2. Provide your instructor and classmates with the link to your blog/newsletter.
3. You may add pictures and other information.
4. Make sure your website has a comments box or the commenting section is
enabled.
Remember! Recall the first lesson on online privacy and security. Be careful about
what you post online!

Assessment
Assessment Matrix
What will I How will I
Levels of Assessment How will I score?
assess? assess?

1 mark for each item completed

Item
Completion of List of blogging platforms
Process or Skills Checklist
requirements List of pros and cons
Link to blog/online
newsletter

Products/Performances Publishing of Design

Compiled peer evaluation
(Transfer of previous rubrics (see
scores
Understanding) content below)

Design Rubrics (Myer, 2002)

Values: 5 = Superior, 4 = Above Average, 3 = Average, 2 = Below Average, 1 = Weak

Criteria
Organization
The website was intuitive and easy to
understand; the section headers were labeled
appropriately.
Readability
The font was easy too read and there was
the right amount of text onscreen. The site
did not look cluttered.
Content
The student demonstrated full knowledge of
the subject. The student included previous
content in this course and was presented in a
cohesive manner.

26

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 Engagement
The website is engaging and visually
appealing. The student maximized the
website resources to adequately deliver its
message.

Assignment

Viewing of content
Retrieve the links of your classmates’ projects. Take a look at their websites and provide
a comment. You may provide a comment based on the criteria below:

Criteria

Organization
Was the information logical and presented in a sequence that the audience can follow?

Content
Did the student demonstrate full knowledge of the subject? Did the student include
previous content in this course and was this presented in a cohesive manner?

Engagement
Was the website engaging and visually appealing? Did the student maximize the website
resources to adequately deliver the message?

References
Myer, T. (2002). How to conduct a web site competitive analysis. Retrieved August 12, 2016.
http://www.ibm.com/developerworks/webservices/library/us-analysis.html

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Module for Week 8 Quarter: 2

Competency
Evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
Lesson Online platforms as tools for ICT content development covering online platforms
Key understanding to be developed
Learners create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to specific
professional tracks
Knowledge
Understand liveblogging and its effectiveness in conveying messages in real-time
Skills
Conduct a liveblog of a fitness or sports event
Attitudes
Understand intended audience to effectively communicate message
Resources needed Computer with internet connection

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Introduction to liveblogging
If your interests lie in sports broadcasting, one way of providing coverage of a sports
event to an interested audience is through liveblogging. Liveblogging an event allows
the owners to post regular content “as it is happening”, hence the term “liveblogging”
as opposed to waiting for the event to finish then writing about it after.

One of the many ways is that it provides access

 Allows fans to react and post their comments as the event unfolds
 Allows commentators to post their analysis during the event
 Able to capture a worldwide audience

As such, even if one

is not physically
present during a
match or is unable to
view a match, he or
she may still follow all
of the action through
this platform.

Here is an example
from the 2016 French
Open in tennis taken
from The Guardian
website, also called
Roland Garros.

28

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 Observe the time stamps.
You will notice that the
updates are spaced
between less than a minute
and two minutes of each
other. For sports, this is
especially crucial as the
action is always happening.

Alternatively, you may

choose to “live-tweet” an
event, that is making use of
Twitter to update the
audience. This is useful as
the 140-character limit
allows users to make quick
updates, especially if it is a
fast-paced sport. On
Twitter, hashtags (a word
or phrase that is preceded
by a #) are commonly used
to identify messages on a
specific topic.

In 2016, the Philippine Ultimate Association, a registered non-stock, non-profit

organization that caters to the large number of recreational ultimate Frisbee players in
the Philippines, sent a delegation to compete at the World Ultimate and Guts
Championships held in London, England. Three teams were sent to compete—a
Masters team, mixed, and all-women’s. Philippine Ultiverse, a local media platform,
provided coverage of most of the matches of all the teams through their Twitter
account. Their coverage of the event provided updates to the Philippine ultimate
Frisbee community
and to enthusiasts
all over the world.
Because of the
differences in time
zone, their
coverage proved
crucial to the fans
of the sport. This is
an example of how
live-tweeting a
match or a sports
event can reach a
global audience.
They also used the
hashtag
#WUGC2016 to
identify the sport.

29

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Elements of the Plan

II. Presentation

A. Activity
Create your own liveblog
Activity: How do I start liveblogging?
Sourcefabric (https://www.sourcefabric.org/en/liveblog/) is an open-source
liveblogging platform that you can use to create your own liveblog.
1. Create your own liveblog on Sourcefabric or create an account on Twitter if you
choose to live-tweet an event.
2. Choose a local match that where your school is a participant. It could be a local
tournament, your school’s varsity playing against another school, or even school
intramurals.
3. Advertise your liveblog or Twitter account to your classmates. Inform them that
you will be covering the event. Provide your classmates with the link to your
liveblog.
4. On the day of the event, start liveblogging!

B. Analysis
Self-evaluation
When liveblogging or live-tweeting, understand that your content will reach a wide
audience. Because up-to-the minute (or even second) updates are required, it is
important to be mindful of the language you use.

Evaluate yourself using the following rubrics.

Very
Weak Fair Good
Good
1 2 3
4
Language Choices
The language choices are thoughtful and were effective
in capturing the event.
Self-awareness
There was deliberate reflection and demonstration of
awareness of one’s own thought processes.

C. Abstraction
Deciding which platform to publish
Which platform?
1. Think of an appropriate title for your blog.
2. Prepare all material from previous lessons.
3. Experiment with the different features (templates, colors, fonts, etc) and choose
what is appropriate for your content.

30

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Elements of the Plan
III. Practice

A. Application
Transfer of material
1. Embed your liveblog or Twitter account onto your website.
2. Provide your instructor and classmates with the link to your blog/newsletter.
Assessment
Assessment Matrix
What will I How will I
Levels of Assessment How will I score?
assess? assess?
1 mark for each item completed
Item
Creation of liveblog/
Completion of Twitter account
Process or Skills Checklist
requirements Liveblogging a sports
event
Link to blog/online
newsletter

Peer
Products/Performances Evaluation of
evaluation Compiled peer evaluation
(Transfer of peers’
liveblog scores
Understanding) liveblogs
rubrics

Liveblog Rubrics
Very
Weak Fair Good
Good
1 2 3
4
Organization
Was the information logical and presented in a
sequence that the audience can follow?
Content
Did the student demonstrate full knowledge of the
subject? Did the student include previous content in
this course and was this presented in a cohesive
manner?
Language Choices
Did the student use language that was thoughtful and
effective in capturing the event?
Effectivity
Did the student provide updated coverage of the
sports event?
Engagement
Was the coverage of the event engaging and
appealing? Did the student maximize the website
resources to adequately deliver the message?

31

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Assignment

Viewing of content
Retrieve the links of your classmates’ projects. Take a look at their websites and provide a
comment. You may provide a comment based on the criteria below:

Criteria

Organization
Was the information logical and presented in a sequence that the audience can follow?

Content
Did the student demonstrate full knowledge of the subject? Did the student include
previous content in this course and was this presented in a cohesive manner?

Engagement
Was the website engaging and visually appealing? Did the student maximize the website
resources to adequately deliver the message?

32

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Module for Week 9-10 Quarter: 2
Competency
 Evaluate the quality, value, and appropriateness of peer’s existing or previously
developed ICT content in relation to the theme or intended audience/viewer of an
ICT project
 Share and showcase existing or previously developed material in the form of a
collaboratively designed newsletter or blog site intended for a specific audience or
viewer
Collaborative development of ICT content covering the topics of:
1. Team structure and dynamics for ICT content
Lesson 2. Online collaborative tools and processes
3. Project management for ICT content
4. Curating existing content for use on the web
Key understanding to be developed
The key learnings from the previous weeks, which they will synthesize into an integrated
ICT content through collaboration with classmate and teacher as both peer and partner
Knowledge
Compare online file sharing and communication platforms and evaluate which
best suits one’s needs
Skills
Collaborate with peers to publish a blog or online newsletter containing previous
content, e.g. Kinovea skill evaluation, team logo design or Canva designs,
physical activity tracking spreadsheet, sports statistics, etc.
Attitudes
Understand intended audience to effectively communicate message
Resources needed
 Content from previous lessons (e.g. Kinovea skills, Canva designs, physical activity
tracking spreadsheet, sports statistics, etc.)
 Computer with internet connection

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Review of previous lessons
Compile all of the output you have created since the first lesson. These may include:
1. Physical activity tracking sheet
2. Player/team statistics
3. Kinovea output (movement or skill analysis)
4. Canva output (team logo design, event poster)

By now you will have noticed that you are gaining more and more skills as a tech-
savvy individual, using existing technologies applying them in the sports, health,
fitness and wellness sector. For these next two weeks, you and your classmates will
be collaborating together to integrate all of the skills that you have learned so far.

33

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Online Group Collaboration
File-sharing and communication platforms have become commonplace technologies
in workplace and school settings. It allows groups of people to collaborate with each
other without being physically present. Use popular file-sharing platforms such as
Google Drive, Dropbox, or Microsoft OneDrive to allow you to collaborate with your
peers. Whenever somebody makes a change to a file, all of the users of the account
will be notified of any changes. An advantage of this is that each member of the group
does not have to be present when collaborating. A disadvantage is that you need to
be online to see “real-time” changes. Any changes that you make offline will
automatically be updated when you go back online. One of the drawbacks to this is
that you may end up with conflicting copies of the same file, especially if you and
another member of your group are both working offline. File-sharing and
communication platforms usually require you to register and sign-up for an account.

Communication platforms such as Viber, WhatsApp, Line, and Facebook Messenger

have also become integral to workplace and school productivity, as users can also
send files or updates via these platforms. Workspaces have moved from traditional
email or paper and pen communication to instant messaging via communication
groups. Online communication platforms also support the creation of “groups”, which
includes specific users. This can be essential when completing a group task, because
instead of sending the same file and/or announcement to separate people, users can
create a group, send updates and share files in an instant.

Elements of the Plan

II. Presentation

A. Activity
List blogging platforms
Group collaboration: Using material from previous lesson, form groups and compile
previous work together. Provide feedback to each other and conduct a peer
assessment of each other’s contribution.

Task 1: Create a group channel on an online communication platform dedicated

specifically for this project. One advantage of using online communication platforms is
that you are able to collaborate with the members of your group even if you are not
physically present. Online communication platforms allow you to exchange ideas,
information, photos, and even files. If you are not online, anything you miss will show
up once you go online again. Most of these platforms are compatible across devices,
meaning they may have versions for the desktop and the smartphone. Some
suggestions are listed below.
 Social media: Facebook
 Messaging platforms: Viber, WhatsApp, Telegram, Slack, Line
 Group video calling: Google Hangouts, Skype
 File-sharing and collaboration: Google Docs, Sheets, Slides, Dropbox

Task 2: Synthesize previous output into one group website or page. Collaborate with
each other by exchanging ideas using online collaboration and production tools.
Arrange all of the elements. You may publish your work on a blog (similar to week 7
task) or creating an online newsletter. Google Docs and Google Sheets provide
templates that you can use to publish your work.

34

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 B. Analysis
Evaluate file-sharing and online communication platforms
After publishing your website, conduct a group discussion, using the following guide
questions:
 What online messaging system and file-sharing platform did you use and why?
 What are the advantages and disadvantages of using these systems?
 What were the challenges faced when using these platforms?
 What issues came up? How did you resolve these issues?

C. Abstraction
Evaluate file-sharing and online communication platforms

Complete the table below, indicating the member of your group and their contribution.
Check the box if they have completed their task.

Completed
Name Task
(check box)
☐
☐
☐

Complete the Peer Evaluation table below for each member of your group:
Values: 5 = Superior, 4 = Provided insight Helped Fostered Contributed
Above Average, 3 = and content in keep the healthy to the
Average, 2 = Below group group on group quality of
Average, 1 = Weak discussions task dynamics work
Name: ____________
Name: ____________
Name: ____________
Comments:

Elements of the Plan

III. Practice

A. Application
Transfer of material
1. Similar to weeks 7-8, transfer your material from the different source (Kinovea,
Google Sheets, Canva, etc) on to your desired blogging platform.
2. Provide your instructor and classmates with the link to your blog/newsletter.
3. You may add pictures and other information.
4. Make sure your website has a comments box or the commenting section is
enabled.

Remember! Recall the first lesson on online privacy and security. Be careful about
what you post online!

35

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Assessment
Assessment Matrix
What will I How will I
Levels of Assessment How will I score?
assess? assess?

1 mark for each item completed

Item
Created a group channel
using an online
Completion of messaging or file sharing
Process or Skills Checklist
requirements platform
Completed peer
assessment table
Link to blog/online
newsletter

Products/Performances Publishing of
Design rubrics Compiled peer evaluation
(Transfer of previous
(see below) scores
Understanding) content

Design Rubrics (Myer, 2002)

Values: 5 = Superior, 4 = Above Average, 3 = Average, 2 = Below Average, 1 = Weak

Criteria

Organization
The website was intuitive and easy to
understand; the section headers were labeled
appropriately.

Readability
The font was easy too read and there was
the right amount of text onscreen. The site
did not look cluttered.

Content
The student demonstrated full knowledge of
the subject. The student included previous
content in this course and was presented in a
cohesive manner.

Engagement
The website is engaging and visually
appealing. The student maximized the
website resources to adequately deliver its
message.

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 Assignment

Viewing of content
Retrieve the links of your classmates’ projects. Take a look at their websites and provide
a comment. You may provide comments based on the criteria below:

Criteria

Organization
Was the website intuitive and easy to understand? Were the section headers labeled
appropriately?
Readability
Was the font easy to read? Was there too much text onscreen? Did the site look cluttered?
Content
Did the student demonstrate full knowledge of the subject? Did the student include
previous content in this course and was this presented in a cohesive manner?
Engagement
Was the website engaging and visually appealing? Did the student maximize the website
resources to adequately deliver the message?

References
Myer, T. (2002). How to conduct a web site competitive analysis. Retrieved August 12, 2016.
http://www.ibm.com/developerworks/webservices/library/us-analysis.html

37

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Unit 3
Social change can be a deeply personal experience when social tools and techniques
are done within a real, rich, and relevant context.

Module for Week 11 Quarter: 2

Competency
Explore the principles of interactivity and rich content in the context of Web 2.0 and the
participation of the user in the online experience
Multimedia and ICTs covering the topics of:
Lesson 1. Rich content in the online environment and the user experience
2. Multimedia and interactivity
Key understanding to be developed
Learners demonstrate an understanding of how rich media content and interactivity
affects and changes the user experience in the delivery and consumption of ICT content
Knowledge
Evaluate the uses of a podcast
Skills
Compose and publish a podcast on one’s blog/newsletter
Attitudes
Appreciate the effectiveness of a podcast
Resources needed
 Computer  USB microphone Digital recorder
 Software: Audacity (for editing podcasts)
 Software: Avidemux (open source video editing software)

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Introduction to Podcasts
A podcast is an audio or video file that is available on the Internet that is usually an
episode of a program. Podcasts can be recorded broadcasts of a television or radio
program, lectures, performances, or any event. Each episode is usually in the same
audio or video format so that subscribers (listeners and/or viewers) may enjoy the
program the same way each time. Podcasts can also be used as a method for

38

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 teaching, such as language courses. As such, these podcasts may include multiple file
formats (video and documents) in order to teach more effectively. A podcast allows
listeners to listen to a wide range of topics from around the world for free, while
podcast publishers are able to reach a wider audience. Podcasts have risen in
popularity because it’s a great way to listen when one is on the road and doesn’t have
time to read (“For podcast fans: Frequently asked questions.”)6

Quickly browsing through iTunes extensive library will show that podcasts carry a
variety of topics from the NBA, fitness, sports in general, soccer/football,
entertainment wrestling, running, and so on.

Elements of the Plan

II. Presentation

A. Activity
Creating your own podcasts
Activity 1:
1. Identify 5 sports podcasts and where you can find them.
2. For each podcast, identify the following:
 What is the title of the podcast?
 What is the topic being discussed?
 Who are the speakers on the podcast?
 Who is the intended audience for the podcast?
 Give a brief summary of the podcast (up to 5 sentences).

Activity 2: Creating your own podcasts

Using Activity 1 as a guide, create your own podcast. You can either be the one
speaking on the podcast or interview an expert. One of the most compelling ways to
start a podcast is to pick a topic that interests you and talk about it. One way to reach
a wider audience is to interview a person who is an expert on that topic or someone
who is well-known and can provide valuable insight.

Use the following steps to guide you in your podcast:

1. Your topic. What would you like to talk about?
2. Think about your audience. Who are you creating this podcast for? Who will
listen to your podcast?
3. Your title
4. Your host/talent name
5. Subtitle
6. Summary/description
7. Artwork/design
If you are interviewing someone, have a set of questions ready for your interviewee.
Prep your interviewee by speaking to them beforehand, introducing them to the
topic that they are supposed to talk about and what questions to expect. You can
even send questions beforehand via email so that the interviewee may adequately
prepare his or her answers. During the interview, avoid going off the script by asking
questions that they do not expect. Do not let the interview run too long, but at the
same time, make sure you have covered the topic in-depth. If you need to ask

6 http://www.apple.com/ph/itunes/podcasts/fanfaq.html

39

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 follow-up questions in the future, ask for their contact information and their
permission for a follow-up interview or call.
B. Analysis
Peer Discussion: Podcast face-to-face trial
1. Identify the subject of your podcast.
2. Compose a set of questions that you wish to ask your interviewee. Choose a
partner from class and have your partner act as your interviewee, answering
each of your questions.
3. Exchange roles.
C. Abstraction
After the role-playing, discuss with your partner the set of questions that you
answered.
 Were the questions leading?
 Did you use the right language?
 Did the questions cover the topic sufficiently?
 Write a list for points for improvement.

Elements of the Plan

III. Practice

A. Application
Interview and podcast
Once you have your set of questions ready, set an appointment with your subject.
Collect all of the materials you will need (recorder, microphone, etc.)

Assessment
Assessment Matrix
Levels of Assessment What will I assess? How will I assess? How will I score?
 Published on Presentation
Submission of
Process or Skills website rubrics (see
podcast
 Peer assessment below)
Products/Performances Submission of
Discussion during
(Transfer of Participation points for
peer role playing
Understanding) improvement

Assessment
Assessment Matrix
What will I
Levels of Assessment How will I assess? How will I score?
assess?
 Published on Presentation
Submission of
Process or Skills website rubrics (see
podcast
 Peer assessment below)
Products/Performances Discussion Submission of
(Transfer of during peer role Participation points for
Understanding) playing improvement

40

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Presentation rubrics
Very
Weak Fair Good
Criteria Guide Questions good
1 2 3
4
Were the objectives clearly stated, appropriately
Objectives
repeated and strongly supported?

Were the language choices thoughtful and did

Language
they support the effectiveness of the
choices
presentation?
Did the student demonstrate deliberate reflection
Self-
and demonstrate awareness of one’s own
awareness
thought processes?

Levels of Did the reflection challenge long-held

Learning assumptions or demonstrate new perspectives?
Did the student seem comfortable and confident
during the interview?? Did they maintain proper
Delivery
posture, eye contact, and gestures when
presenting?

Did the student demonstrate full knowledge of

Content the subject? Did the interview explain and
illustrate important points?

Was the interviewer engaging? Did it hold and

Engagement
capture your interest?
How effective was the interview in conveying the
Effectiveness
message?

Assignment

Create your own video content!

Take your skills to the next level by producing a video that you can upload on your
website as well. Create a short video of demonstrating an exercise or a sports skill, or
an interview with a sports, health and wellness personality. Your choices are endless!
Equipment:
 Video camera/cameraphone
 Video editing software (Avidemux)
 Computer with system requirements capable of running the software

References
“For Podcast fans: Frequently asked questions.” Retrieved Feb. 29, 2016 http://www.apple.com/
itunes/podcasts/fanfaq.html

41

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Module for Week 12 Quarter: 2

Competency
Share anecdotes of how the learner has used ICTs to be part of a social movement,
change, or cause to illustrate aspects of digital citizenship
ICTs as platform for change covering the topics of:
1. ICT as medium for advocacy and developmental communication
Lesson
2. The social power of social media
3. Digital citizenship and the Filipino people
Key understanding to be developed
Learners develop an understanding of ICT as a tool, medium, and force in bringing
about action and mobilize change in a population, society, or culture.
Knowledge
Evaluating existing advocacies in sports, health and wellness that use ICT
Skills
 Develop an ICT project for specific sports, health or wellness advocacy
 Propose and/or implement this project
 Provide feedback and evaluation
Attitudes
Recognize the importance of ICT as a tool for promoting advocacies
Resources needed

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Sports, health and wellness advocacies
The role of ICT in sports, health and wellness has a massive potential to reach a wide
audience and to make an impact on society. In 2014, an estimated 3.2 billion people
watched the FIFA World Cup, with an estimated 280 million people watching online or
on a mobile device (FIFA, 2015). The Summer Olympic Games and the Tour de
France average over a billion viewers. Clearly we can see how each individuals and
society are affected by sport.

Review sports, health, and wellness campaigns given by leaders in the industry and
government agencies. You may use the following websites to guide you:
1. Department of Health http://www.doh.gov.ph/
2. Philippine Olympic Commission http://olympic.ph/
3. Philippine Sports Commission http://www.web.psc.gov.ph/

Evaluate each campaign by answering the following questions:

1. What is the campaign about?
2. Who organized it?
3. What is it addressing or trying to address?
4. Who is the target audience?
5. When was this implemented?

42

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 6. Where can you find more information about the campaign?
7. How would you rate its success?

Elements of the Plan

II. Presentation

A. Activity
Conduct a website analysis
After identifying these campaigns, rate each website using the following rubrics:
Very
Weak Fair Good
Criteria Good
1 2 2
4
Homepage
The homepage is informative and sets the proper
context for visitors.
Site Organization
The site is intuitive and easy to understand.
Links and Labels
Section headers and content groupings are easy
to understand.
Readability
The font is easy to read. The line lengths are
easy to follow and the site is easy to scan.
Content
The content offers sufficient depth and breadth.
The content captures the essence of the chosen
topic.

Activity 1: Planning and Conceptualization

1. Brainstorm an advocacy or campaign
2. Design an ICT project using the previous lessons on design, content
development, and production
3. Provide evaluation form for the intended users

B. Analysis
Conduct a SWOT analysis of each campaign:

Website 1 Website 2 Website 3 Website 4

Strengths
Weaknesses
Opportunities
Threats

C. Abstraction
Using the SWOT analysis and web site competitive analysis, choose a website with
the members of your group and discuss how you can improve the campaign or
advocacy, using the tools and techniques that you have learned in this course.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Elements of the Plan
III. Practice

A. Application
Present your findings to the class

Assessment
Assessment Matrix
How will I How will I
Levels of Assessment What will I assess?
assess? score?

Presentation of website
Presentation
analysis, SWOT and Presentation
Process or Skills Rubrics (see
suggested methods for rubrics
below)
improvement

Products/Performances
Presentation Presentation
(Transfer of Presentation
Rubrics rubrics
Understanding)

Presentation Rubrics
Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Was the information logical and presented
Organization in a sequence that the audience can
follow?
Were the objectives clearly stated,
Objectives appropriately repeated and strongly
supported?
Were the language choices thoughtful and
Language
did they support the effectiveness of the
choices
presentation?
Did the group demonstrate deliberate
Self-
reflection and demonstrate awareness of
awareness
one’s own thought processes?
Did the reflection challenge long-held
assumptions or demonstrate new
Levels of
Learning
perspectives? Did the presentation
provide insight into personal goals and
levels of learning?
Did the group seem comfortable and
confident when presenting? Did they
Delivery
maintain proper posture, eye contact, and
gestures when presenting?

44

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 Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Did the group demonstrate full knowledge
Content of the subject? Did the video explain and
illustrate important points?

Was the presentation engaging? Did it

Engagement
hold and capture your interest?

How effective was the user in conveying

Effectiveness
the message?

Assignment

Read on the following issues in sports and society in the Philippines:

 Hidilyn Diaz’s journey from weightlifting journey to an Olympic medal
 Manny Pacquaio and his decision to keep fighting while fulfilling his duties in public
office
 The role and relevance of DZSR Sports Radio in an internet-driven society
 Can a digitally enabled running hub encourage tech-savvy Filipinos to exercise?
 The rise of collegiate volleyball in the Philippines

References
Myer, T. (2002). How to conduct a web site competitive analysis. Retrieved August 12, 2016.
http://www.ibm.com/developerworks/webservices/library/us-analysis.html

45

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Module for Week 13-16 Quarter: 2

Competency
How to work with peers and external publics/partners for the development of an ICT
project that advocates or mobilizes for a specific Social Change or cause
Developing an ICT Project for Social Change covering the topics of:
1. Planning and conceptualizing an ICT Project for Social Change
2. Research for ICT Projects, audience profiling (demographics and
Lesson
psychographics)
3. Designing and copywriting for ICT Projects
4. Developing and constructing the ICT project
Key understanding to be developed
1. Identify a local or regional cause or issue for Social Change related to specific
professional tracks that can be addressed or tackled using an ICT Project for Social
Change
2. Analyze how the target or intended users and audiences are expected to respond to
the proposed ICT Project for Social Change on the basis of content, value, and user
experience
3. Develop a working prototype of an ICT Project for Social Change
Knowledge
Identifying a local or regional cause that can be tackled using an ICT project for
social change

Skills
Collaborate in the creation and development of an ICT Project for Social Change
relating to an issue in specific professional tracks
Attitudes
Recognize the importance of ICT as a tool for promoting advocacies
Resources needed

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Reflection on previous lesson
This course has discussed the impact of ICT and its role in our society. We have
seen how ICT can bring about changes, such as providing coverage for global and
local sports events-- the FIFA World Cup, Olympics, Manny Pacquiao’s matches.
Because of the potential to reach a wide audience, it is all the more relevant to
introduce and discuss issues in sports and bring them to light.

Task 1: Review the previous lesson’s homework and reflect on the issues presented
by each of the articles.

Task 2: Submit a project proposal to your instructor discussing how you intend to
address this issue.

46

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 Project Proposal (Casual.pm, 2015)
In your project proposal, include the following details:
 Background
 Objectives
 Scope
 Timeframe
 Project budget
 Key stakeholders
 Monitoring and Evaluation

Elements of the Plan

II. Presentation

A. Activity
Final Group Project
Create an advocacy website covering the topics or issues presented in the
assignment. Create a position website on any of the issues. Conduct further
research and express your opinions on a website.

Your website should include an in-depth analysis of the Note to Teacher

topic you wish to cover. Your website should include The links (in the previous
digital media content and incorporate elements that you lesson) are suggested
have practiced throughout this course, such as podcasts, articles regarding the topic
design and image manipulation output, blog posts, or issue. You may use
embedded media (videos, social media), spreadsheets, more news articles and
etc. other resources regarding
these issues.

B. Analysis
Guide questions:
1. A brief introduction of the topic and its background—why is it important?
2. How this topic affects the country?
3. A position paper on your stand or view regarding the topic (if applicable)
4. Quotes from notable leaders or relevant personalities/experts on your topic
5. What you believe the country (or sports organization/national sports association)
can do to address this issue?

C. Abstraction
Project phase: During the planning phase, hold regular group meetings and conduct
a group assessment. Ask yourselves these questions (Sommers, n.d.):
1. What is the scope of the proposal?
2. Are the deliverables defined?
3. Will you need specific information or advice from experts or advisors?
4. Who will be responsible for what?
5. What kind of schedule will you anticipate?

47

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Elements of the Plan
III. Practice

A. Application
Conduct a peer evaluation for each member of the group. Fill up the tables below:

Completed
Name Task
(check box)
☐
☐
☐

Monitoring and Evaluation

Advertise your website on social media, and ask your friends or family members to
visit your website. Once they have visited your website, provide them with an
evaluation form. You may use Google Forms to create an online survey and use
Wufoo for a template.

Once you have collected at least 50 respondents for your survey, collect the results.

Assessment
Assessment Matrix
Levels of
What will I assess? How will I assess? How will I score?
Assessment
 Project proposal  Submission of  Use the
 Implementation project proposal presentation rubrics
Process or Skills
 Monitoring and  Submission of provided below to
evaluation link to website grade the website
 Use peer evaluation
Products/  Results of peer
 Peer evaluation rubrics
Performances evaluation
 User survey and  1 mark for each
(Transfer of  Results of user
feedback form completed
Understanding) survey
evaluation form

Presentation Rubrics
Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Was the information logical and presented
Organization in a sequence that the audience can
follow?
Were the objectives clearly stated,
Objectives appropriately repeated and strongly
supported?
Were the language choices thoughtful and
Language
choices
did they support the effectiveness of the
presentation?

48

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Did the group demonstrate deliberate
Self-
reflection and demonstrate awareness of
awareness
one’s own thought processes?
Did the reflection challenge long-held
assumptions or demonstrate new
Levels of
Learning
perspectives? Did the presentation
provide insight into personal goals and
levels of learning?
Did the group seem comfortable and
confident when presenting? Did they
Delivery
maintain proper posture, eye contact, and
gestures when presenting?
Did the group demonstrate full knowledge
Content of the subject? Did the video explain and
illustrate important points?
Was the presentation engaging? Did it
Engagement
hold and capture your interest?
How effective was the user in conveying
Effectiveness
the message?

Peer evaluation rubric

Complete the Peer Evaluation table below for each member of your group:
Provided insight Helped Fostered Contributed
Values: 5 = Superior, 4 =
and content in keep the healthy to the
Above Average, 3 = Average,
2 = Below Average, 1 = Weak
group group on group quality of
discussions task dynamics work
Name: ________________

Name: ________________

Name: ________________

Comments:

References
“The project proposal toolkit.” Casual.pm, 2015. Retrieved June 14, 2016. http://project-
proposal.casual.pm/
Sommers, A. (n.d.) 17 must ask questions for planning successful projects. Retrieved August 24,
2016. https://www.projectsmart.co.uk/17-must-ask-questions-for-planning-successful-projects.php

49

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Unit 4
Transformation produces a deeper impact when continuous evaluation is designed
within a growth mindset for the bigger community.

Module for Week 17-18 Quarter: 2

Competency
Generate a technical report interpreting data analytics, e.g. Google, Facebook, or similar
traffic data on the general aspects of search visibility, reach, and virality
Publishing an ICT Project covering the topics of:
1. Uploading and website management
Lesson
2. Promotion, traction, and traffic monitoring
3. Evaluation through user feedback/interaction
Key understanding to be developed
Learners develop an understanding of how to manage an online ICT Project for Social
Change
Knowledge
Analyze tools for promotion and monitoring of websites
Skills
Independently and collaboratively manage an online ICT Project for Social
Change through available tools, resources, and platforms
Attitudes
Compare different tools for managing website traffic
Resources needed

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Reflection on previous lesson
Review: Collect the results of your user feedback survey from the previous lesson and
compile all of the results.
1. What are your website’s strengths?
2. What are the weaknesses?
3. What steps can you do to improve your website?
Look back on the website and advocacy that you and your group would like to
promote. Do you think that it is relevant? How do you intend to reach a wider
audience? Alternatively, how do you know if you have reached the intended
audience?

50

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 Most websites or blogs include statistics that allow you to monitor website traffic.
Website traffic is the amount of visitors and visits that a website receives. Many
websites include reports on statistics, such as how they were able to find your site and
what they did while they were there. For this lesson, you will learn tools on how to
increase website traffic.

Elements of the Plan

II. Presentation

A. Activity
Read up on how to promote your website
How can you promote your website? Wix Blog (2014) and Richard Santos of
santisweb (2015) provides a list of methods to promote your website. Some of these
methods include:
1. Word-of-mouth Note to Teacher
2. Using social media
 Invest in social link blogging You can read more about
these methods in the
 Share your photos on social media
links posted in the
3. Commenting on blogs and forums
References section.
4. Search engines
5. Free classified ads
6. Joining online communities
7. Email signatures
Note to Teacher
Task: Improve website traffic
No two groups should
1. For each group, choose a method for increasing
use the same method.
website traffic.
2. Fill up the chart in the analysis section and present it to the class.

B. Analysis
After one week, compare and contrast the same metrics.
Baseline (date) Second measurement (date)
Pageviews week 1
Website traffic method:
Pageviews week 2:

C. Abstraction
Group Discussion
Use the following guide questions below to facilitate your discussion.
1. What method(s) did you use to promote your website?
2. Was there any difference?
3. Why did you choose this method?
4. How else can you improve website traffic?

Elements of the Plan

III. Practice

A. Application
Create two infographics on the following items and present them to the class. Your
infographics should include the following information:
1. Results of survey
2. Results of metrics after chosen method

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Assessment
Assessment Matrix
How will I How will I
Levels of Assessment What will I assess?
assess? score?
 Presentation of
Presentation See
metrics to class
Process or Skills Rubrics (see presentation
 Presentation of
below) rubrics
survey results
Products/Performances
See above See above See above
(Transfer of Understanding)

Presentation Rubrics
Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Was the information logical and presented in
Organization
a sequence that the audience can follow?
Were the objectives clearly stated,
Objectives appropriately repeated and strongly
supported?
Were the language choices thoughtful and did
Language
they support the effectiveness of the
choices
presentation?
Did the group demonstrate deliberate
Self-
reflection and demonstrate awareness of
awareness
one’s own thought processes?
Did the reflection challenge long-held
assumptions or demonstrate new
Levels of
perspectives? Did the presentation provide
Learning
insight into personal goals and levels of
learning?
Did the group seem comfortable and
confident when presenting? Did they maintain
Delivery
proper posture, eye contact, and gestures
when presenting?
Did the group demonstrate full knowledge of
Content the subject? Did the video explain and
illustrate important points?
Was the presentation engaging? Did it hold
Engagement
and capture your interest?
How effective was the user in conveying the
Effectiveness
message?

References
Wix Blog, June 23, 2014. 33 free places to promote your website online. Retrieved August 24, 2016.
http://www.wix.com/blog/2014/06/33-free-places-to-promote-your-website-online/

Santos, R. (2015). 21 ways to promote your website online for free. Retrieved Aug 24, 2016.
http://santisweb.com/ways-to-promote-your-website-online-for-free/

52

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 Module for Week 19 Quarter: 2

Competency
Generate a report on the performance of their ICT Project for Social Change on the
basis of data gathered from available monitoring tools and evaluating techniques
Sustaining an ICT Project for Social Change covering the topics of:
1. Updating content and maintaining traffic to an ICT Project for Social Change
Lesson
2. Monitoring social impact of advocacies communicated via an ICT Project for
Social Change
Key understanding to be developed
Learners develop an understanding of how to maintain and sustain the operation of an
ICT Project for Social Change
Knowledge
Analyze tools for promotion and monitoring of websites
Skills
Independently evaluate the performance of an advocacy via an ICT Project for
Social Change through available monitoring tools and evaluating techniques such
as user interviews, feedback forms, and analytics data
Attitudes
Value the impact of website analytics and brainstorm on methods for continuous
improvement
Resources needed

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Introduction to website analytics
Today, websites from different industries
use website analytics to understand the
impact of their website. Website
analytics gives you insights into how
users find and use your site and how
they return. It helps you analyze visitor
traffic and see which digital marketing
strategies work best (Google Analytics,
n.d.).

Free websites or blogging platforms,

such as wordpress and blogger include
data analytics so that you may view who
has visited your site. Blogger, for
example, provides tools that show you

pageviews within a certain timeframe

(today, the day before, the month, and Figure 1 Screenshot of a Google Analytics
all time). It also shows you which posts

53

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 are the most popular, traffic sources, and the audience. Wordpress.com also includes
quick, at-a-glance views of your site. According to their website, you may see new
posts, likes, and comments together with visitor activity.

The most popular tool for monitoring website traffic is Google Analytics as it is free
and includes a basic to in-depth analysis of your website.

Use the Google Analytics Help page to help you navigate the Analytics report:

Elements of the Plan

II. Presentation

A. Activity
Presenting website analytics
Task: website analytics
1. Looking back on the previous lesson to engage a wider audience, present
statistics of two weeks of site traffic.
a. Sign up for an Analytics account on google.com/analytics
b. Set up a property in the account you have created.
c. Follow the instructions to set up web tracking.
2. Create an infographic on Canva.com or presentation showing your results.

B. Analysis
In your presentation, include a debriefing using the following questions: (Sundheim,
2015).
1. What were we trying to accomplish?
2. Where did we hit (or miss) our objectives?
3. What caused our results?
4. What should we start, stop, or continue doing?

C. Abstraction
Each group will be tasked to evaluate two more groups. Evaluate your peers using the
presentation rubrics. Include comments for each group after each evaluation. Submit
comments to each group evaluated.

Assessment
Assessment Matrix
What will I
Levels of Assessment How will I assess? How will I score?
assess?
Presentation of Presentation Rubrics See presentation
Process or Skills
metrics to class (see below) rubrics.
Products/Performances Presentation rubrics; Combined scores
(Transfer of Peer evaluation Submitted comments of presentation
Understanding) from other groups rubrics.

54

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 Presentation Rubrics (for student and instructor)
Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Was the information logical and presented
Organization
in a sequence that the audience can follow?
Were the objectives clearly stated,
Objectives appropriately repeated and strongly
supported?
Were the language choices thoughtful and
Language
did they support the effectiveness of the
choices
presentation?
Did the group demonstrate deliberate
Self-
reflection and demonstrate awareness of
awareness
one’s own thought processes?
Did the reflection challenge long-held
assumptions or demonstrate new
Levels of
perspectives? Did the presentation provide
Learning
insight into personal goals and levels of
learning?
Did the group seem comfortable and
confident when presenting? Did they
Delivery
maintain proper posture, eye contact, and
gestures when presenting?
Did the group demonstrate full knowledge
Content of the subject? Did the video explain and
illustrate important points?
Was the presentation engaging? Did it hold
Engagement
and capture your interest?
How effective was the user in conveying the
Effectiveness
message?

References
Google Analytics (n.d.). Measure, learn and grow. Retrieved August 24, 2016.
https://www.google.com/analytics/standard/

Sundheim, D. (July 2, 2015). Debriefing: A simple tool to help your team tackle tough problems.
Retrieved August 24, 2016. https://hbr.org/2015/07/debriefing-a-simple-tool-to-help-your-team-
tackle-tough-problems

55

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
Module for Week 20 Quarter: 2
Competency
Create a reflexive piece or output using an ICT tool, platform, or application of choice on
the learning experience undergone during the semester
Reflecting on the ICT learning process covering the topics of ICT, the self, and
Lesson
society
Key understanding to be developed
Learners develop an understanding of how to reflect on the nature of ICT and the
manner by which the learning process has changed his/her worldview
Knowledge
Recall previous output and learning throughout the semester
Skills
Create a reflection piece using, but not limited to, any of the following modalities:
1. Video blog
2. Presentation or image gallery
3. Website
4. Illustrated document
5. Podcast or webcast
Attitudes
Reflect on the ICT learning process and how his/her world view has evolved over
the past semester and value lessons learned in ICT in sports, health and wellness
and apply them in a future career track
Resources needed

Elements of the Plan

I. Preparations

A. Motivation/Introductory Activity
Reflection of semester
Scan each of the output that you have conducted in this class. This includes output
on:
a. Contextualized online search and research skills
b. Common productivity tools
c. Imaging and design for the online environment
d. Online platforms for content development
e. Online collaboration tools
f. Podcasts
g. Embedded media
h. Social advocacy project

56

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.
 Elements of the Plan

II. Presentation

A. Activity
Reflection piece
Task: Create an online portfolio of all of your material.
1. Compile all of your output into a meaningful and creative online portfolio.
2. Using the questions in the Analysis section, create a reflection piece using, but
not limited to, any of the following modalities:
a. Video blog
b. Presentation or image gallery
c. Website
d. Illustrated document
e. Podcast or webcast
3. Change the privacy settings of your portfolio so that only you and the instructor
have access.
4. Provide your instructor with the link.

B. Analysis
On your online portfolio, create one section for your reflections and insights on the
course.

A. Please choose one of the following (UMASS CESL, 2012):

1. What did you not know at the beginning of the semester that you know now
because of your community engagement?
2. What have you learned and how have you grown through your community
engagement?
3. How can you use what you’ve learned in this class to help a community
organization and their respective advocacies?
4. Describe 2 specific concepts or issues that you know now because of your
experience in this course.
5. Specifically list two or more skills or attitudes connected to this course that you
could now apply to volunteer or paid work with an ICT company focused on
sports, health or wellness.

B. Answer the following questions:

1. How do you feel about how you performed in this class?
2. What would you do differently if you took the class again?
3. What suggestions do you have for improving the class?

C. Abstraction
Class activity: Class portfolio
1. Choose your favorite output from the semester.
2. Elect a class leader and decide which platform you will host your class portfolio.

57

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Elements of the Plan
III. Practice

A. Application
1. Create a class portfolio, which showcases each person’s favorite output from the
semester.
2. Provide your instructor with the link.

Assessment
Assessment Matrix
How will I
Levels of Assessment What will I assess? How will I score?
assess?
Portfolio See portfolio
Personal online
Process or Skills assessment assessment
portfolio
(see below)
Submission of 1 mark for every
Products/Performances
individual output on student’s submission.
(Transfer of Class portfolio
class portfolio Perfect score = each
Understanding)
student submitted

Portfolio assessment
Very
Weak Fair Good
Criteria Guide Questions Good
1 2 2
4
Was the information logical and presented
Organization
in a sequence that the audience can follow?
Were the objectives clearly stated,
Objectives appropriately repeated and strongly
supported?
Were the language choices thoughtful and
Language
did they support the effectiveness of the
choices
presentation?
Did the group demonstrate deliberate
Self-
reflection and demonstrate awareness of
awareness
one’s own thought processes?
Did the reflection challenge long-held
assumptions or demonstrate new
Levels of
perspectives? Did the presentation provide
Learning
insight into personal goals and levels of
learning?
Did the group seem comfortable and
confident when presenting? Did they
Delivery
maintain proper posture, eye contact, and
gestures when presenting?
Did the group demonstrate full knowledge
Content of the subject? Did the video explain and
illustrate important points?
Was the presentation engaging? Did it hold
Engagement
and capture your interest?
How effective was the user in conveying the
Effectiveness
message?

58

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.