CRITERIA
|
POINTS
|
1. Subtasking
· Competency-based
· Bloom’s
Taxonomy followed
· SMAR-C
|
15
5
6
4
|
2. Congruence
· Activities
in-line with content and skills
· Assessment
in-line with content and skills
|
15
5
10
|
3. Usability/Functionality
· Language
· Title
Card
· Guide
Card
· Activity
Card
· Assessment
Card
· Enrichment
Card
· Reference
Card
· Answer
Card
· Packaging
|
45
3
2
4
14
3
3
3
2
8
|
4. Replicability
· Validated
before classroom use
· Dev.
Mat. Based on least mastered skills LC
· Mat.
Used improved mastery level
· Handy
and easy to copy
· Cost
|
25
5
5
10
3
2
|
TOTAL
|
100
|
PPs*
|
CRITERIA PER PART/CARD
|
GUIDE CARD
|
|
4
|
1.
Gives a
preview of what students will learn
|
1
|
2.
Stimulates
interest in the topic
|
7
|
3.
Presents the focus skills
a.
Mentions the learning competency (LC)
b.
States at least 3 sub-tasks (activities)
c.
Builds on prior learning/ prerequisite skills
d.
Mentions the concrete outcome or product
students are expected to demonstrate/ produce
|
4
|
4.
Cites
briefly the activities
|
1
|
5.
Challenges
the learner in performing the tasks
|
ACTIVITY CARD
|
|
9
|
6.
Translates
the focus skills into at least 3 activities
|
1,2
7
1
11
3
|
7.
Provides activities that:
a.
are organized based on the sequence of the
focus skills (in the Guide Card).
b.
have clear directions.
c.
provide examples to concretize the concepts,
particularly those drawn from real-life experience.
d.
students can complete independently, in pairs,
or in small groups.
e.
allow students to make discoveries and formulate
ideas on their own.
f.
guides and challenges students’ thinking and
learning.
g.
uses local data and situations (e.g.,
interacting with people in the community)
|
12
|
8.
Provides
transition statements that recognize students’ accomplishments
|
5
3,6
6
4
11
|
9.
Provides questions that:
a. guide the development of concepts/focus skill.
b. elicit the message or meaning that a student can take away from an
activity/ experience.
c. elicit an explanation, not one-word answers.
d. establish the relationship between the topic/lesson and what
students already know or are familiar to them.
e. develop the skills in the three domains.
|
ASSESSMENT CARD
|
|
6,8,9
9
|
10.
Provides exercises, drills or activities that
allow students to:
a.
assess their understanding of what they have
learned and correct errors when appropriate.
b.
monitor their learning and use feedback about
their progress.
|
10
|
11.
Formulated
in standard test formats to give students practice in test-taking techniques
|
10
|
12.
Gives
clear directions
|
9
|
13.
Provides
an Answer Key
|
ENRICHMENT CARD
|
|
9
|
14.
Provides
activities that reinforce the content of the lesson
|
8
2
|
15.
Provides opportunities for students to:
a. apply what
they have learned to other subject areas or in new contexts.
b. work
independently or in groups to explore answers to their own questions.
|
REFERENCE CARD
|
|
3,11
|
16.
Provides
readings that relate content with students’ life experiences
|
10
|
17.
Provides a carefully researched list of
resources that
a.
will reinforce concepts/ skills learned.
b.
provide additional content not found in the
textbook.
c.
students may refer to for further reading.
|
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| SIM on Radiation |
