1-to-1 Computer-Based Instruction

Date : 12 September 2008

To : All Xavier School Faculty

From : Adrian Asis, 1-to-1 Project Coordinator

Subject : 1-to-1 Lesson Plan Design and Demo Class Contest for
Faculty

We are pleased to announce the launching of a 1-to-1 Lesson Plan Design

and Demo Class Contest for Faculty. This is in line with the thrust of
Xavier School to encourage the faculty to develop and enhance their skills on
the application and integration of information technology in the
implementation of the Ignatian Pedagogical Paradigm (IPP). Furthermore, the
contest is being held as part of Xavier School’s celebration of Xu Guangqi
Day on November 5, the day on which the demo classes of the finalists will
be conducted.

Attached to this announcement is a copy of the guidelines for the contest.

The deadline for the submission of entries to the Ignite Office is 4:00
PM on October 13, 2008, a Monday. Clarifications and inquiries regarding
the contest can be coursed to Adrian Asis, who can be reached through loc.
231.

We hope many of you will be motivated and inspired to join this contest; it is
an opportunity for you to share your knowledge with the rest of the Xavier
community and is a way for us to acknowledge the exemplary faculty
members for their creativity, innovation, and enthusiasm.

Thank you very much! We look forward to receiving your entries.

Noted by:

Mrs. Jane Natividad Mrs. Jane Cacacho

GS Principal HS Principal

Approved by:

Fr. Johnny Go, S.J.

School Director

The 2008 1-to-1 Lesson Plan and Demo Class Contest for
Faculty
in celebration of Xu Guangqi Day

Objectives
The contest aims to encourage the faculty to explore and apply 1 to 1 in their
teaching, 1 to 1 being the setup where each student is given the opportunity to use
a computer during class time. In the case of Xavier School, internet-supported 1-to-
1 classes can be conducted either in any of the computer laboratories (with Mac or
PC units) or through the mobile laptop cart (with ASUS laptop units).

Contest Procedure Overview

The contest will be conducted in two phases. The first phase involves the
submission of lesson plans. From among these lesson plans, finalists will be
selected. An orientation meeting for finalists shall then be conducted.

The second phase will take place on November 5, when Xavier School will celebrate
Xu Guangqi Day. On this day, finalists will conduct demo classes of the submitted
lesson plans. The winner will then be chosen from among the finalists.

Eligibility
The contest is open to both grade school and high school faculty members. Entries
may be submitted either as an individual or as a group (any number). However,
each member of the faculty can submit only one entry; thus, a member of a group
cannot submit another entry as an individual.

Awards/Prizes
All participants shall be acknowledged with certificates. Finalists shall receive a
prize to be announced on a later date. From among the finalists, one winner, again
whether individual or group, shall receive an additional ten thousand pesos in gift
checks.

The organizers of the contest reserve the right not to declare any winner if, in their
belief, none of the entries meet the contest standard.

Submissions
Participants must design a one-day lesson plan, along with a project summary, that
best meets the contest criteria (attached). Hard copies of the entries should be
submitted personally to the Ignite Office not later than 4:00 PM on October 13,
2008, a Monday. A soft copy of the entry, sent as an attachment, should also be
emailed to aidstisoy@yahoo.com by the same prescribed date and time.

Entry Requirements
The lesson plan should be computer encoded and should follow the standard
Ignatian Pedagogical Paradigm (IPP) format for lesson design. Attachments (e.g.,
assessments, handouts, rubrics) that support the understanding of the lesson plan
may be added. Special consideration shall be given to lesson plans prepared
through Xavier School’s online lesson plan program.
Because entries shall be judged blindly/anonymously, the lesson plan, its
attachments, and the project summary, should not, in any way, indicate the identity
of the designer/s. Only the cover page should indicate the name/s of the designer/s.

In the case of a lesson plan prepared through the online lesson plan program, which
automatically includes the name of the encoder, inclusion of the name will not
disqualify the participant; the organizers of the contest shall be the ones to ensure
that the identity of the participant will not be known by the judges.

The cover page should include the following:

 the title of the lesson plan
 the name/s, department/s, unit/s of the designer/s
 the grade/year level for which the lesson plan is designed

The project summary, a separate document from the lesson plan, should briefly
but completely answer the following questions:
1. What does the use of 1 to 1 bring to the lesson that would not have been
otherwise accomplished through more traditional means?
2. How does the lesson plan support the subject area’s core curriculum?
3. What are the strengths of the lesson plan?
4. Has the lesson plan, fully or partially, been implemented in an actual class? If
it has, how did the lesson go?

Criteria for Judging

All entries will be judged by a panel of knowledgeable professionals in the field of
education.

A. Utilization of Computers (30%)

The lesson allows students to use computers to aid their learning with the goal of
attaining the lesson’s objectives. The use of computers may also aid the teacher in
imparting the lesson or evaluating students’ learning.
The internet may also be employed to use available resources, to allow students to
search for information, or to communicate with peers and/or experts.
B. Instructional Design and Assessment (30%)
The lesson plan is designed according to Xavier School’s standard IPP format. The
parts are complete and well-constructed, and the activities can reasonably be
executed in one standard class period. (A detailed breakdown of the anticipated
time schedule for the whole class period’s activities will be appreciated.)
Lesson plans that make appropriate use of higher-order thinking, cooperative
learning, multiple intelligences, interdisciplinary approaches, and values are
preferred.
C. Student Centeredness (15%)
The lesson plan is designed to allow the students to maximize their engagement
with the lesson in an appealing and creative manner.
D. Curriculum Appropriateness (15%)
The lesson supports actual Xavier School core curriculum content appropriate to the
targeted grade/year level.
E. Applicability (10%)
The scope of the lesson can be managed by students of the targeted grade/year
level. Furthermore, the lesson plan can be executed using facilities, equipment, and
software currently available in Xavier School. Special consideration is given to
lessons that have actually been implemented.

Judges will also consider the checklist of criteria for evaluating 1-to-1 classes
(attached). While the indicators contained in the checklist are desirable, it is not
expected that all the indicators will be present in a lesson plan.

The criteria for judging demo classes shall be explained during the orientation
meeting for finalists.

POSITIVE INDICATORS FOR A 1-TO-1 CLASS

□ Active Learning: The form of Instruction is not limited to Lectures (even if

enhanced by audiovisuals and web resources), but includes “Learning
Tasks” (Task-based Instruction), where students “do in order to learn.”
□ Use of Online Resources: Students have access to—and are able to use—
the wealth of resources available in the web during actual class discussions
and activities.
□ Information Literacy 1 (Practical Skills): Students become more proficient in
the necessary computer skills—i.e., navigation of the internet as well as the
use of various applications.
□ Information Literacy 2 (Evaluation Skills): Students learn to access online
resources and expertise, and they learn how to process online information
(accuracy, usefulness, etc.) Students become “Information Filters,” and
teachers are no longer the only experts.
□ Personalized Instruction: Technology enables the teachers to design
differentiated activities suited to the students’ learning needs, styles, and
pace by using assessment results to reteach, etc.
□ Greater Student Interaction and Collaboration: Technology provides more
interaction and collaboration among the students in the class, as well as
with others beyond the classroom walls—i.e., experts as well as other
students. These interactions and collaborations are monitored and
regulated carefully.
□ Efficient Test Administration and Scoring: Objective tests are constructed,
administered, and scored more efficiently through the use of the computer
(e.g., ELF).
□ Assessment FOR Learning: Feedback is immediately available to students
(through automatic correction and scoring of objective tests) and to
teachers (through item analysis) so there are new opportunities for learning
and/or re-teaching.
□ Authentic Assessment: Through the use of various multimedia applications,
students are able to demonstrate their learning through performance tasks
with real-life contexts (GRASPS).
□ Self- and Peer-Assessment: Given a clear set of rubrics, students and their
peers are given the opportunity to assess their own work. Peers may
include those outside the school and even parents.
□ Student Engagement: Students are more engaged in the learning process
as a result of technology and the new way of teaching and learning.
□ Teacher Preparation: The amount of preparation the teacher needs to make
is realistic and “worth it” given the results (after the initial stage of training
and preparation).
□ Classroom Management: The teacher is able to effectively monitor
simultaneous yet differentiated tasks using Apple Remote/Net OP; the
teacher is able to keep the students on the desired task.