7. NARRATIVE & SYNTHESIS

7.1 Project Narrative

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In the Introduction Section of my e-Portfolio, I have discussed my personal objectives and motivation for designing this capstone project for BES. I have also identified the specific instructional gap using the needs assessment and analysis I conducted. This section provides a detailed narrative of the study's progress.

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7.1.1 Preliminary Steps

Before taking my EDS 199 course, I knew I wanted to work on a project related to campus journalism. My involvement in student publication organizations since high school and my experience training campus journalists from various schools in Zambales had given me a keen awareness of the instructional gaps that existed. When Lipay Elementary School reintroduced "The Bridge" as a student publication in the District of Palauig, they chose students for the editorial board mainly to compete in the school press conference rather than to provide comprehensive training. This approach was typical across the district: training sessions were held just weeks before the conference, leaving students inadequately prepared. As a pioneer consultant for the publication, I reached out to Mrs. Anonas, who was enthusiastic about partnering with me and serving as a gatekeeper for this project.

 

Despite her role as the school paper adviser, Mrs. Anonas lacked formal training in campus journalism, having only her background as an English and Filipino teacher for intermediate grades. I had been the main trainer for their student journalists since 2017, and I was familiar with their selection process, which mainly involved picking students who had decent English writing skills. While this criterion could be helpful, it often fell short, especially when the training provided was minimal and ineffective. Whenever I returned to Pampanga for work, the students were given assignments like watching TV or reading newspapers to stay informed about current events. Mrs. Anonas kept in touch with me, regularly asking for suggestions on activities for the students. This situation sparked my interest in creating a more structured training program for the students, one that would provide them with resources and a workshop framework they could follow even without my direct guidance.

 

To achieve this, I identified an appropriate theoretical framework that would help specify the key variables influencing student performance and demonstrate how these factors interact to facilitate learning. This framework became the foundation for the training program, offering a comprehensive understanding of how different elements—such as motivation, prior knowledge, instructional design, and feedback—contribute to student development in news writing. It also helped identify potential challenges and informed targeted strategies to address them, ensuring the program would meet the diverse needs of all students.

 

7.1.2 The MRK Model Process

I utilized the Morrison-Ross-Kemp (MRK) Instructional Design model to design my instructional plan, resources, and materials. According to Akbulut (2007), the MRK model is an iterative and curvilinear framework for developing educational projects. It is a learner-centered paradigm that holistically considers all interacting elements in the design process.

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1. Instructional Problem

In this stage, the designer determines the instructional gaps in knowledge, skills, or attitudes that the project aims to address. Morrison, Ross, & Kemp (2004) emphasize that a clearly defined instructional gap helps in setting specific objectives for the instruction.

 

This stage was executed by conducting two needs assessment methods: a 14-item diagnostic test and an on-site observation with the campus journalists. After collecting the test sheets, I analyzed the data to identify the instructional gap. My role as a trainer for the previous year's school confab participants also provided insights into the missing components for better student performance. Notably, I was informed about the MSPC at the last minute, allowing only a 3-day training for the students the week before the press conference.

 

I understand that the campus journalists of Lipay Elementary School do not have a formal education in journalism. They are usually picked only during the press conference season. This leaves a problem to the succeeding school years because the selected students only learn during the short training time and eventually need a fresh training in the following year. The problem in this scenario is not just about their skills in writing. I have been a student journalist since my high school days and writing for the school paper is a year-round activity. You write, you receive feedback, do several revisions, before it gets its area in the school paper. During those days, our school paper adviser picks students who give exemplary oral and written skills in English. Then she provides us an overview about journalism particularly news and news writing. She emphasizes that writing in the academe is different from campus journalism because we follow certain rules and formats to convey information. And this in fact the motivation of creating the diagnostic test. My logic was: do they understand what a news is? do they know what the role of the news is? can they tell what separates news from any other forms of writing? why does being a good story teller does not always equate to being a great news writer? So I made a 14-item diagnostic test that covers the fundamental concepts of news and news writing. 

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As you can see, as illustrated in the test's first four questions, these are basic concepts/principles of news. 

• Q1. There are  7 students who were able to identify the definition of news. Followed by an evident decline of correct answers in Q2 and Q3 which talks about the characteristics of a news story. In the long run, if participants cannot fully understand these basics, they can experience confusion in identifying which events are news-worthy and what constitutes a news (e.g., facts vs. opinions). 

• Q4. Only 8 students got the correct answer about the general structure of the news. Full grasp of this principle will guide students on how they’re going to write an article moving forward. 

• Q8. There are only 13 students who were able to identify what a lead in a news article means. This suggests that other students may not be aware of what constitutes a lead, how to write it, and its importance in a news write-up. The lack of understanding what a lead is also explains low scores in Q9 (type of lead), Q10 (number of words in a lead), and Q11 (the omission of some information in a lead). You can also see here the contradicting results in Q8 being high, while questions relating to the same topic are at 11%- to 22% only. 

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We can see it the above data analysis an actual proof of my hypothesis. Mrs. Anonas said that the hectic schedule of their academic calendar does not allow training days for their students. Students only learn about news as part of their syllabus but it's only being discussed for a day or two. Basically, it was just about a newspaper but not writing; hence, still no usable skills in their participation in the press conference. 
 

And as mentioned, I was also with the school's campus journos during their training last school year. It was a very short 3-day session. I taught 16 students from different categories, all on my own. The challenge was the students did not have prior experience in journalism, nor have idea how to write a news. Per experience, it was like, "I know how to write. But this time, it feels like I'm starting from scratch." So what I did was to provide an hour session to explain what they're competing for -- that they're going to write news reports. I provide an overview of what a news is, some of its characteristics like being timely and relevant, what there role is when writing a news report, and what constitutes the basic structure of the news which will serve as their foundational template when they are about to write. 

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• To further support the identified instructional gap, I used a matrix that included the current condition, ideal state, symptoms of the problem, and possible causes. To further illustrate the problem, I used data from the diagnostic test and insights from my observation.

  • Current Condition: Participants exhibit limited knowledge and skills regarding news and news writing, including the definition, characteristics, importance, and structure.

  • Ideal State: Participants should be well-versed in the foundational principles and concepts of news and news writing. Understanding the characteristics and structure of news equips students with the ability to craft basic news articles, establishing a strong foundation for more advanced training in various categories of campus journalism.

  • Symptoms: Poor performance observed in previous press conferences; Students demonstrate inadequate understanding of the characteristics and structure of news.

  • Possible Causes: Lack of existing awareness among newcomers to news and news writing; Absence of structured instructional programs for campus journalism, leading to gaps in foundational knowledge and skills.

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The MRK Instructional Design Model that identifing the instructional problem is determining what the need to do that they currently cannot. While we may say that the students cannot write and they need to learn how to write. The diagnostic exam and observation tell us that the students have no foundational knowledge in news and news writing; hence, the difficulty. 

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2. Learner Characteristics

According to Morrison, Ross, and Kemp (2024), this element is crucial as the target audience is an important variable in tailoring content and pedagogical strategies. This step involves analyzing learners’ prior knowledge, learning styles, motivation, and special needs.

 

The diagnostic test sheet distributed to the students included learner profiling pages, where I gathered information about the students' demographics, prior knowledge, and motivation. The actual observation provided insights into the students' learning styles and preferences.

 

​Based on the collected data, participants were from grades five and six, aged 10 to 12. These students have a good grasp of English, Filipino, and Sambal, while some indicated proficiency in these languages in terms of writing and speaking. Only a few claimed sufficient communication skills in English (8). Understanding this is important because the training is for their participation in the English category of the press conference. However, it would be helpful for the teacher to use a more familiar language when implementing instruction, reinforcing better understanding. We considered that a person's first language is foundational for learning and cognitive development, which aids in acquiring other languages (Language Limited, n.d.; Baker, 2001 as cited in Madriñan, 2014).

 

Based on the students' PHIL-IRI Assessment data, 7 students were assessed as fast readers, and 11 as moderate-paced readers. However, only 2 students scored independently in reading comprehension, 11 were instructional, and 5 had frustration marks. This data shows that reading speed offers little indication of comprehension level. This analysis is crucial because campus journalism training requires extensive reading and practice drills. Demonstrating good comprehension skills will help students understand instructional content and all topics covered during training. In fact, Mrs. Anonas' assessment of the students' English writing and oral skills supported the inference that students would also need guidance with information transfer, especially in English.

 

Regarding the students’ prior experiences with campus journalism, only 4 are returning this year, as most of the previous staffers have completed their elementary years. This means most have no experience with campus journalism. Furthermore, 10 students have written news before, primarily within their English curriculum; 14 watch news on television, 6 listen to radio programs, 13 engage with news on social media, and only 5 have read a newspaper.​

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​​​​​The only actual experience with identifying their learning preferences is during their training last school year. Students prefer to work either individually or in pairs. According to them, this allows for peer critique of their work. They also appreciate videos they can use to write their pieces, particularly in news, editorial, and sports categories. Meanwhile, those in features, copyreading, and science news prefer reading materials like newspapers and sample works to better understand the mechanics and rules. This is the reason why I download videos from YouTube and asked their SPA to buy newspapers from the market during the 3-day training. These materials helped them in their training to be updated with the current events and to have visuals on the play-by-play events (sports)  and reporting style (news, science, editorial). 

 

Finally, these students are interested in joining various category contests. However, the needs analysis shows they require a fundamental understanding of news and news writing so everyone is equipped with the basic concepts and tools they need to perform (e.g., photojournalists are also required to caption their shots).

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Why do I find this information vital in designing the instruction? 

1. Understanding Learners' Background and Needs. 

• Prior Knowledge. Since I am most likely working with students who have never written news in their life, or had anything to do with campus journalism for that matter, this understanding ensures that you do not teach from a perspective of assuming something as given knowledge, which most students are unfamiliar with. It means the materials I will develop can teach key concepts little by little and get each learner started on a sound footing.

• Language Proficiency. Understanding the linguistic proficiency of your pupils in Sambal, English, and Filipino is essential since it guides your choice of instruction language. Since the training is for participation in the English category of a press conference, it's important to use English primarily while occasionally using more familiar languages to reinforce understanding and aid in cognitive development. This approach aligns with the idea that a person’s first language is foundational for learning other languages.

2. In Adapting Instructional Strategies 

• Learning Preferences. According to the analysis, students prefer working alone or in pairs and find that reading materials and videos are useful multimedia resources. This knowledge is useful because it enables you to create lessons that use a variety of instructional strategies, such as include videos for students who learn best visually and reading resources for students who learn best through text. This customized approach supports various learning styles and aids in improving student engagement. 

• Comprehension Skills. Although reading pace varies between students, most read with mediocre to low comprehension levels and therefore should concentrate on improving these skills --- rather than speed. The strategies can expect comprehension checks in between; start off with simpler texts and guided reading activities to be certain that the students are not only skimming through quickly but also gaining an understanding of what they read. For example is adjusting the level of vocabulary to ensure getting it better with what they are reading.

3. Context for Instruction

• Cotextual Relevance. Knowing that students interact with news through television, social media, radio, and newspapers allows to draw familiar contexts in the instruction, particulary the learning materials. My IMs can include, for example, news on current familiar figures and controversies that could learning more relatable and engaging. 

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3. Task Analysis

According to Kurt (2016), this element is vital because it helps the designer consider the overall content of the course in relation to the learner's characteristics. This element also focuses on breaking down large chunks of information into smaller, manageable pieces so learners can perform specific tasks that contribute to the larger instructional goal. Additionally, design efforts can examine the complexity and level of knowledge and skills required by employing the topic analysis method (Jonassen et al., 1999 as cited in Brown & Green, 2016); consequently, better scaffolding and breaking down information into manageable chunks to enhance understanding across learning participants can be carried out.

 

I have already drafted the lessons to include in the plan, and the task analysis was a tool I used to examine the content structure and identify the key topics, concepts, and relationships between the main topic and subtopics to ensure the learning activities are pertinent to the overall learning goals.

 

I also used the topic analysis method, which involved the following steps: (1) introducing the topic, (2) describing the topic, (3) breaking down the topic, (4) identifying key elements in discussing the topic, (5) sequencing the topic, (6) examining the complexity of the topic/subtopics, (7) drawing relationships between the various aspects of the topic, and (8) evaluating the task analysis to ensure it can deliver the course material successfully.

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You can see more details about the Task Analysis Stage HERE. I will provide further details around this topic in the content sequencing phase. ​

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4. Instructional Objectives

This stage is where the designer defines the learning objectives of the course and translates them into more specific and measurable desired learning outcomes. Also, guided by cognitivist learning perspectives, the learning objectives were designed to emphasize the mental processes involved in learning—thinking, schema, metacognition, constructivism, and information processing. The objectives also guide the instructional plan to provide a meaningful learning experience for the students, engaging them more in understanding the content rather than merely memorizing it. Guided by the same theory, the defined learning objectives allowed me to identify key topics and areas of instruction that might require scaffolding and feedback, as well as activities encouraging active learning, ensuring diverse instructional strategies.

 

Basically, the objectives of my instructional design revolved around the basic concepts of news and news writing. The students need to have full grasp of these foundations so that they understand the impact of their outputs in the arena of campus journalism. 
 

• In this essence, I finalized five learning objectives for each designated training session. 

  • Session 1 

    • Analyze and articulate that fundamental elements that define news in your own words 

    • Critically evaluate and compare various type of news, identifying key distinctions among news samples 

  • Session 2 

    • ​Describe the characteristics of a news story.

  • Session 3 

    • ​Construct a scenario that illustrates the consequences of having no access to news, highlighting the significance of news in society.

  • Session 4 

    • ​Rewite a basic news story using the Inverted Pyramid Structure

 

As you can see, these objectives target higher-order thinking skills, particularly the "create" skills. Guided by the principles of cognitivism, I aim to emphasize the learners' mental processes, such as information processing, knowledge building, and metacognition. I want the instructional design to encourage students to "think and create" rather than simply "read and memorize." As aspiring journalists, they should develop critical thinking and engage in knowledge construction.

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To illustrate, learning the definition of news helps students understand what makes a story newsworthy. Secondly, understanding the characteristics of news enables them to evaluate events and information, helping them determine what is worth writing about. Thirdly, for students to fully grasp the impact of their role as journalists and to cultivate the motivation to write accurate and ethical news, they need to gain a deeper understanding of the importance of news in society and recognize that the absence of news can have detrimental effects on both personal and collective levels. Lastly, learning the basic news structure allows them to present information logically and clearly, emphasizing the most important details first.

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These identified objectives provide a strong foundation in news writing, offering both ethical and practical insights into understanding the purpose and functions of news. This foundation ensures that their outputs are accessible, logical, and impactful. With a solid grasp of these fundamental elements, students are better equipped to progress to more advanced journalistic activities, such as writing in-depth stories, conducting investigative reporting, and performing effective interviews.

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5. Content Sequencing

This element focuses on determining the depth of understanding of new material that learners should be able to demonstrate (Kurt, 2016). Guided by Bloom’s Taxonomy, I have identified the knowledge and skills that will ascertain the level of understanding learners are expected to demonstrate.

 

I conducted a goal analysis and subordinate skills analysis to define the learning objectives. The ILOs were based on the task analysis and content sequence. I ensured that each subtopic had its own objective so students would not become confused when transitioning from one session to another. The instructional objectives align with the MRK Instructional Model, which emphasizes cognitive processes (e.g., information processing and linguistic abilities). This alignment helps the design tailor appropriate instructional strategies and assessment tasks to best measure participants' learning acquisitions (Center for the Advancement of Learning, 2018).

 

The sequencing of the content is organized around the defined learning objectives. Since learning objectives are arranged based on the information students need to learn first, I have aligned the content sequencing accordingly. The content must directly support what learners are intended to learn. I also determined the level of complexity of each subtopic, namely: definition, types, characteristics, importance, and basic structure. The content is built from the known to the unknown or from the familiar to the least familiar. My strategy leverages existing knowledge or easily comprehensible topics as a foundation for introducing new or complex concepts. This approach is supported by the principle of hierarchical sequencing (Commonwealth of Learning, n.d.). The sequence also facilitates the introduction of new topics after the first day of the training series. For instance, after covering the basic structure of news, the new training material will focus on ‘The Lead and How to Write a Lead.’

 

Content sequencing allows for alignment with various instructional strategies that cater to different learning preferences: from reading texts (definitions and types of news), to watching videos (characteristics and importance), to collaborative work, and practice/drills (basic structure). Lastly, the content, including all learning activities, is informed by cognitivist theoretical principles.

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The Sequencing of the Content 

• I was thinking of a way on how to open the instruction. But since this is about news, I used two short clips that may form an introduction of what the students may learn: News via TV and News via Radio. 

  • Why did I use these clips to open the day 1 training? This is to (1) to let the students know that news reporting is a long-standing platform to disseminate information to the general public and (2) to remind the students that news reports may come from different platforms. If you are to watch the video, it sayd, "Sa loob ng 23 taon... TV patrol ang pangunahing tagapagbalita sa buong Pilipinas"  and it flashes some of the highlighted events in the previous decades and the most notable anchors in the news industry that would likely be recognizable for the students. The clip on the radio news introduction was clearly a sound of the radio. ​

• And then a slide will show up. This will start the interaction between the teacher and the learning participants.

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Before the teacher proceeds discussing the first lesson, the students will be asked to bring out the distributed metacards and write their prior knowledge about news, since the students already know what the topic of the day will be about. 

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The sequence of the presentations goes like (1) Session Title, (2) Objectives, (3) Learning Content & Activities, and (4) Assessment. 

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To have a full check of the content sequence, as well as the message design, and an overview of the instructional strategies employed and evaluation instruments, you may refer to the developed instructional materials. 

• Session 1. What is News? What are the Types of News? 

• Session 2. Characteristics of News 

• Session 3. Importance of News 

• Session 4. The Basic Structure of News 

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Now, I will explain the logical progression of these four topics why they are sequenced this way. 

• An overview of the topic is provided by defining the news and examining its nature.

• The characteristics of news offer a more profound comprehension of the components that comprise a new story and contribute to its effect.

• Knowing the importance of news helps explain why journalists follow specific rules and procedures (e.g., news characteristics). It will provide the pupils a feeling of direction.

• A thorough understanding of the fundamentals of news integrates its significance, attributes, and definition. Knowing what a news story is theoretically about can be applied to comprehend what is written in the article first.

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6. Instructional Strategies

Strategies must be carefully selected to ensure they align with learning objectives and cater to learners' characteristics. For this project, instructional strategies aim to foster critical thinking and understanding of the content. Students are accustomed to writing extensively from previous training, which is indeed the case. However, with a structured plan, we can employ various pedagogical methods to better engage teachers with students, students with their peers, and students with learning materials.

• I included various instructional strategies for the learning activities:

  • Pre-Test: At the beginning of the session, a pre-test sheet will be distributed to the students so I can have an objective evidence of the learning progress. 

    • This was a personal choice and created a week before the implementation date. I thought that aside from the evidence that I can pull out from the assessment outputs, a pre-test and post-test has been used as convential tool in checking how much a learner has learned after an instruction is completed. ​The questions in the test come from the instructional content. 

  • Lecture: Provide a structured delivery of information so students receive foundational knowledge and concepts about the topic being discussed.

    • You said this is learner-centered. Why are there lectures all throughout the training? The topics being covered in the design are new concepts to the students. There is a need to provide further scaffolding so the learners are supported sufficiently so they obtain a comprehension of the topics. Also, the lectures integrate active learning such as questions and answers and choral recitation to quick check understanding. Lectures also allow contextualization or localization of the concepts using examples that the students can relate to. And the design also incorporated group works related to the lecture content. ​

  • Didactic Questioning: Ensure comprehension among participants. The teacher will ask questions to encourage recall, explanation, and logical reasoning. This strategy will require participation and learning progress checks.

  • Case Analysis: In this context, news analysis helps students apply theoretical knowledge to practice drills. This develops critical thinking and analytical skills and facilitates the transfer of learning to real contexts.
    
    You can see this in the following assessment activities. 
    
    
    
    
     

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  • Small Group Discussions and Collaborative Activities: Foster students' communication skills, brainstorming, and problem-solving abilities. Peer interaction is also a form of learning from the More Knowledgeable Other (MKO), which is essential for a deeper and more extensive understanding of learning content and ideal for comprehension and information retention.
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
     

  • Formative Assessment Tasks: I incorporates drills and practice to master basic knowledge and skills useful for automatic and long-term recall. For example, an activity where students identify whether a presented article is news or not news reinforces their mastery of identifying news elements. Or a knowledge check right after a slide on the significance of news. 
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
     

  • Audio-Visual Presentations: Demonstrate complex concepts to students. This is particularly effective for teaching the characteristics and importance of news.
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
     

  • Scaffolding: Provide temporary support to help students achieve a task or understand information until they can grasp its full meaning or perform the task independently.

  • Summary and Synthesis: At the end of the four sessions, the teacher will summarize and synthesize the major points of the training. Consolidating the learning aids recall or information retrieval and promotes cognitive organization of the new knowledge transferred.

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Remember the learners characteristics? Some of them prefer readings news, while some prefer learning with the aid of audios and visuals. These decisions in the instructional strategies phase is deliberate and based on the initial assessment and analysis made. 

 

7. Message Design

This phase underscores the instructional resources (media and technology) needed to enable teachers to effectively deliver instruction and students to effectively learn. The goal is to make information more accessible, understandable, and engaging. Additionally, features I considered when designing the instructional materials include: 

• Simple Language: Ensure language is appropriate for learners. Adjust vocabulary used in the slides to ensure students can understand the information as easily as possible. Since the students do not have a very good grasp of complex vocabulary, I had to make sure that the level of the vocabulary in the texts use the materials are understandable to the students' capacity. This is a way that my instruction can deliver the message better to the students. 

• Relevance and Engagement: Ensure content is relevant to learning objectives while resonating with learners' interests and existing knowledge (e.g., using an article about Bini and a printed image of Carlos Yulo).
  
  Examples: 
  
  
  
  
  
  
  from Summative Activity 2
  
  
  
  
  
  
  
  
  
  from Summative Activity 1.2 
   

• Logical Arrangement: Arrange content logically based on the content sequencing stage. This includes identifying subtopics and creating separate PowerPoint presentations for each.
  
  
  
  
  
   

• Engaging Visuals: Avoid monotonous visual presentations and enhance understanding and engagement. Integrate multimedia such as images, videos, and texts as required by each learning activity or content. As you can see in the above image, I used different layouts and designs to avoid design motonony across all sessions. 

• Sensitivity: Ensure information, especially samples, is sensitive to students' backgrounds and characteristics, including age, religion, and norms.

• Redundancy: Provide opportunities for redundancy to reinforce information recall, such as summarizing concepts (e.g., characteristics of news) and providing examples.
  
  
  
  
  
  
  
  
  
  
  
  
   

• Resources used to create instructional materials include the book Campus Journalism and School Paper Advising by Ceciliano Jose-Cruz, online sources on basic news concepts, YouTube video clips, and news articles from digital news platforms like ABS-CBN News, GMA News, and CNN. Media forms employed include text, images, videos, printouts, and audio recordings. Necessary equipment included a laptop, television, and internet connectivity.
  
  
  
  
  
  
  
  
  
  
  
  
  
   

• The instructional material was reviewed by Mr. Adams Magtanong, a recognized school paper adviser in the country. He did not provide comments on the content as he deemed it sufficient but provided feedback on tweaking learning objectives, instructional strategies, and adjusting the design of PowerPoint presentations. I made the revisions as advised, except for using only one design for all presentations. I believe that seeing only one design across all sessions might make the slides seem boring due to monotony in colors, font styles, and design elements.

 

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8. Evaluation Instruments

Assessments provide data on learners’ progress and offer real-time feedback on their understanding, allowing for immediate intervention if needed. These instruments also support further improvement of the instructional design. Cognitive Learning Theory supports assessments that measure not just recall but also understanding, mastery, and application of knowledge in a given assessment task.

• Session 1 Assessment Tasks 

  • The metacards I employ in the design is used to see students prior knowledge about the topic. Since the students already know and have certainty of what the instruction will be about, they will write any understanding that they have about news. And thn the teacher will call three students to recite what they wrote and explain briefly. 
    
    
    
    
    
    
    
    
    
    
    
    
    
     

  • ​Defining news. I chose a collaborative activity to get this done. News is defined in various ways depending on its purpose, audience, and how we use them. The information presented to the class contains various elements that define news. I see that when students chip in an understanding of what a news it, there can be a collective expansion of knowledge about it due to varying perspectives and comprehension; hence, a new knowledge building. But, in this sense, they're doing it in groups. 

  • Types of News. This will be done in pair. A short news article will be distributed to the students. The reason why I chose it to be completed by pair is for the duo to have an avenue to discuss -- the how and they why this news is a business news for example. The cognitivist learning's information processing, cognitive apprenticeship or MKO (Medical College of Wisconsin 2022), and constructive dialogue (Constructive Dialogue Insitute, n.d.) is encouraged in this activity. 

• Session 2 Summative Assessment ​​

  • This session maximizes the use of video, text, and audio to explain the different characteristics of news. At the end of the learning activity, the students will be given a quiz. It has five news leads and they will be asked to write the elements of a news story that best correspond to each of the article. Afterwards, they will explain briefly what they answer. ​​

  • See below example with the expected answer. 
    
    
    
    
    
    
     

• Session 3 Assessment Tasks 

  • Knowledge Check. This is activity that requires the participation of the students in chorus. The class will talk about one importance of news, and then a question this significance will be flashed after. I used this task to involve the learners in retrieving and applying their knowledge. Answering in chorus is a way for students to verbalize their thought process and consolidate others' feedback in a meaningful way. If the student is not able to answer correctly, it provides him or her a chance to correct misconceptions and accommodate this information and replace the previous one.

  • What Could Have Been: A Collaborative Activity. This is once again a group activity. Why? One of the significance of news is to ignite discussions among the public. The class will be divided into four groups. Each group will be given an image of an event or a person that has made significant impact in history or in the lives of the many, and they will answer the question, "What if there is no news when this happened?" This is to reinforce among the students the impact of their role in information dissemination.
    
    
    
    
    
    
    
    
    
    
    
    
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    As you can see in this activity, this is aligned with the objective of Session 3: Construct a scenario that illustrates the consequences of having no access to news, highlighting the significance of news in society.

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9. Instructional Delivery

According to Morrison, Ross, and Kemp, this phase involves selecting materials, resources, and tools needed to support the implementation of the instructional plan (i.e., facilitate learning). Having diverse resources ensures multiple ways to engage students with the instructional content. Additionally, the MRK model considers other support services, such as technological/technical support or special education personnel (Kurt, 2016). The instructional implementation will be conducted face-to-face with a hired teacher to pilot the program, a gatekeeper observing the instructional design execution, and an instructional designer assessing and evaluating the overall effectiveness of the instructional plan and materials. The training will start at 9 am and finish at approximately 3:00 pm. 

 

When I started working on this design, I have focused on using traditional materials such as pamphlets, visual aids, or a projector for the presentation; however, with one of my visits to Mrs. Anonas, she told me that they were gifted a television for each classroom and the school has been equipped with internet connectivity (Converge and Starlink), so I capitalized on it. My primary option to present the powerpoint slides is by playing the Canva designs live. Plan B is use the downloaded versions. The classroom that will be used is also newly-constructed. See below image. 














This is the Grade 5 classroom under Mrs. Anonas.