NORTH CENTRAL MINDANAO COLLEGE
Maranding, Lala, Lanao del Norte
Tel. No. (063) – 227-8004
www.ncmc.edu.ph
CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)
Grade: Grade 11
Core Subject Title: Empowerment Technology
Teacher: Graceian Joy P. Alarde
Content
Content
Standards
Performance
Standards
Minimum
Information
and
Communicati
on
Technology
covering the
topic of:
1. The
current state
of ICT
technologies
(i.e., Web
2.0, 3.0.
convergent
The
learners:
demonstrat
ed an
understand
ing of: ICT
in the
context of
global
communica
tion for
specific
profession
al track
The
learners
shall be
able to:
at the end of
2-week
period
independent
ly compose
an insightful
reflection
paper on
the nature
of ICT in the
context of
Beyo
nd
Mini
mum
Semester: First Semester
No. of hours/Semester: 80 hours
Prerequisites (If needed): None
Learning Competencies
Minimum
Compare and
contrast the
nuances of varied
online platforms
sites and content
to best achieve
specific class
objectives or
address situational
challenges
Highest Thinking Skills to Access
KUD
Classificati
on
Bey
ond
Min
imu
m
U
Eva
luat
e
nua
nce
s of
vari
ed
onli
ne
plat
for
ms,
site
s,
KU
RBT
D
Level
Cl
as
sifi
cat
io
n
U
Understan
ding
Highest Enabling
Strategy to Use In
Developing the Highest
Thinking Skills to Access
Assessment Technique
WW
Quiz,
Essay,
Multiple
Choice,
Construct
ed
Respons
e
QA
PC
Enabling
General
Strategy
Teaching
Strategy
Representati
on
Group
Sharing,
Venn
Diagram,
Video
Presentatio
n
technologies,
social,
mobile, and
assistive
media)
2. Online
Systems,
functions,
and
platforms
Online
Safety,
security,
ethics, and
etiquette
their lives,
society, and
professional
tracks (Arts,
TechVoc,
Sports,
Academic)
2. Apply online
safety, ethics and
etiquette
standards and
practice in the use
of ICTs as it would
relate to their
specific
professional tracks
K
and
con
tent
to
bes
t
achi
eve
spe
cific
clas
s
obj
ecti
ves
or
add
res
s
situ
atio
nal
chal
len
ges
Diff
ere
ntia
te
onli
ne
saf
ety,
sec
urit
y,
ethi
cs
and
etiq
uett
e
U
Analyzing
Brainstor
ming(abo
ut the
threats in
social
media
and the
Communicati
on
Problem
based
learning
sta
nda
rds
and
pra
ctic
e in
the
use
of
Contextualiz
ed online
search and
research
skill
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.
Hyperlinkin
The
learners
demonstrat
e and
understand
ing of: the
use of
advanced
tools and
techniques
found in
common
productivity
and
software
application
in
developing
ICT
content for
specific
profession
al tracks
The
learners
shall be
able to:
At the end
of the 2week period
independent
ly apply
advanced
productivity
tools to
create or
develop ICT
content for
use in
specific
professional
tracks
3. use the Internet
as a tool for
credible research
and Information
gathering to best
achieve specific
class objectives
or address
situational
The learners:
4. uses common
productivity tools
effectively by
maximizing
advanced
application
techniques
5. creates an
original derivative
ICT content to
effectively
communicate or
present data or
information related
to specific
professional tracks
Understandi
ng
Applying
Construct
ed
Respons
e
Doing
Creating
Construct
ed
Respons
e
Power
Quiz
Connections
Lecture
and
Demonstra
tion, Hands
on Activity
Problem
Solving
Hands On
Activity
g in
presentatio
ns
4.
Integrating
images and
external
material in
word
processors
5.
Embedded
files and
data
6. Advanced
and
complex
formulas
and
computatio
ns
Imaging and
Design For
The Online
Environmen
t covering
the topics of
1. Basic
principles of
graphics
and layout
2. Principles
of visual
message
design
using
infographic
s
3. Online
file formats
for images
and text
How to
manipulate
text,
graphics,
and
images
to create
ICT
content
intended
for an
online
environme
nt
At the end
of 2-week
period
independent
ly apply the
techniques
of image
manipulatio
ns and
graphic
design to
create
original or
derivative
ICT content
from
existing
images, text
and graphic
elements for
use in
6. Evaluate
existing websites
and online
resources based
on the principles of
layout, graphic,
and visual
message design.
7. Use image
manipulation
techniques on
existing images to
change their
current state to
communicate a
message design.
8. create an
original or
derivative ICT
content to
effectively
Understandi
ng
Applying
Doing
Creating
Multiple
Choice,
Construct
ed
Respons
e
Connections
Hands On
Activity
Problem
Solving
Hands On
Activity
4. Principles
and basic
techniques
of image
manipulatio
n
5. Basic
image
manipulatio
n using
offline or
open source
software
6.
Combining
text,
graphics,
and images
7.
Uploading,
sharing, and
image
hosting
platforms
Online
Platforms
as tools for
ICT content
developmen
t covering
The
principles
and
techniques
of design
using
online
specific
professional
tracks.
These may
be in the
form of, but
not limited
to:
1.
Team/athlet
e/league
recruitment
posters
(sports)
2. logo or
crest for a
community,
school
organization
or barkada
(Arts)
3. labeling
and manual
of operation
for tools and
equipment
(Tech-Voc)
4.
Presentatio
n of
cafeteria
patronage
data
(Business/A
cademic)
At the end
of –week
period
independent
ly apply the
principles
and
communicate a
visual message in
an online
environment
related to specific
professional tacks
.
9. evaluate
existing online
creation tools,
platforms and
application in
developing ICT
Understandi
ng
Evaluating
Reasoning
and Proof
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
creation
tools,
platforms
and
application
to develop
ICT
content for
specific
profession
al tracks
Collaborativ
e
developmen
t of ICT
content
covering the
topics of:
1. Team
structure
and
dynamics
for ICT
content
2. Online
collaborativ
The key
learnings
from the
previous
weeks,
which they
will
synthesize
into an
integrated
ICT
content
through
collaboratio
n with
classmate
techniques
of using
online
creation
tools,
platforms,
and
applications
to create
original or
derivative
ICT content
for use in
specific
professional
tracks
At the end
of the 2week period
and quarter
collaborativ
ely develop
an online
portal or
website to
showcase
and share
existing and
previously
developed
content.
These may
content for specific
professional tracks
10. apply web
design principles
and elements
using online
creation tools,
platforms, and
application to
communicate a
message for a
specific purpose in
specific
professional tracks
11. create an
original or
derivative ICT
content using
online creation
tools, platforms,
and application to
effectively
communicate
messages related
to specific
professional tracks
12. Evaluate the
quality, value, and
appropriate s of
peer’s existing or
previously
developed ICT
content in relation
to the theme or
intended
audience/viewer of
an ICT project.
13. share and
showcase existing
or previously
developed
material in the
Understandi
ng
Connections
Doing
Applying
Creating
Problem
Solving
Understandi
ng
Evaluating
Reasoning
and Prof
Knowing
Understan
ding
Representati
on
e tools and
processes
3. project
managemen
t for ICT
content
4. Curating
existing
content for
the use on
the web.
Multimedia
and ICTs
covering the
topics of:
1. Rich
content in
the online
environmen
t and the
user
experience
2.
Multimedia
and
interactivity
3. Web 2.0
and Web
3.0, and
user
participatio
n in the web
ICTs as
platform for
change
covering the
topics of:
1. ICT as
medium for
advocacy
and
developmen
and
teacher as
both peer
and partner
be in the
form of, but
not limited
to:
1. Online
newsletter
2. Blog
3. Issue
online
‘magazine”
form of a
collaboratively
designed
newsletter or blog
site intended for a
specific audience
or viewer
The
learners
demonstrat
e an
understand
ing of:
How rich
media
content
and
interactivity
affects and
changes
the user
experience
in the
delivery
and
consumptio
n of ICT
content
ICT as a
tool,
medium,
and force
in bringing
about
action and
mobilize
change in
a
The
learners: at
the end of
the week
independent
ly assess
one’s
experience
along a
range of
online rich
content on
the basis of
the usability
of interface
The learners:
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
Knowing
Understan
ding
Representati
on
At the end
of the week
independent
ly articulate
how
ICTtools
and
platforms
have
changed the
15. share
anecdotes of how
he/she has used
ICTs to be part of
a social
movement,
change, or cause
to illustrate
aspects of digital
citizenship
Knowing
Understan
ding
Representati
on
tal
communicat
ion
2. The
social
power of
social
media
3. Digital
citizenship
and the
Filipino
people
Developing
an ICT
Project for
Social
Change
covering the
topics of:
1. Planning
and
conceptuali
zing an ICT
Project for
Social
Change
2. Research
for ICT
Projects,
Audience
profiling,(de
mographic
and
psychograp
hics)
3. Designing
and
constructin
g the ICT
project
population,
society, or
culture.
people
communicat
e, and how
social
change has
been
brought
about by the
use of ICTs
How to
work with
peers and
external
publics/part
ners for the
developme
nt of an
ICT project
advocates
or
mobilizes
for a
specific
Social
Change or
cause
At the end
of 4-week
period
collaborativ
ely
participate
actively in
the creation
and
developmen
t of an ICT
Project for
Social
Change
relating to
an issue in
specific
professional
tracks
16. identify a local
or regional cause
or issue for Social
Change related to
specific
professional tracks
that can be
addressed or
tracked using an
ICT Project for
Social Change
17. Analyze how
taget 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
18. Integrate rich
multimedia content
in design and
development to
best enhance the
user experience
Doing
Creating
Problem
Solving
Publishing
an ICT
Project
covering the
topics of;
1.
Uploading
and website
managemen
t
2.
Promotion,
traction and
traffic
monitoring
3.
Evaluation
through
user
feedback/int
eraction
Sustaining
an ICT
Project for
Social
Change
covering the
topics of:
1, Updating
content and
maintaining
traffic to an
ICT Project
How to
manage an
online ICT
Project for
Social
Change
How to
maintain
and sustain
the
operation
of an ICT
Project for
Social
Change
At the end
of the 2week period
independent
ly and
collaborativ
ely comanage an
online ICT
Project for
Social
Change
through
available
tools,
resources
and
platforms
At the end
of the week
independent
ly evaluate
the
performanc
e of an
advocacy
via an ICT
Project for
Social
Change
through
and deliver
content of an ICT
project for Social
Change
19. develop a
working prototype
of an ICT Project
for Social Change
20. demonstrate
how online ICT
Projects for Social
Change are
uploaded,
managed, and
promoted for
maximum
audience impact
21. generate a
technical report
interpreting data
analytics, e.g.
Google,
Facebook, or
similar traffic data
on the general
aspects of search
visibility, reach,
and vitality
22. 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
Knowing
Understan
ding
Representati
on
Doing
Creating
Problem
Solving
Doing
Creating
Problem
Solving
for Social
Change
2.
Monitoring
social
impact of
advocacies
communicat
ed via an
ICT Project
for Social
Change
Reflecting
on ICT
learning the
process
covering the
topics of:
ICT, the self
and society
How to
reflect on
the nature
of ICT and
the manner
by which
the
learning
process
has
changed
his/her
world view.
available
monitoring
tools and
evaluating
techniques
such as
user
interviews,
feedback
forms, and
Analytics
data
At the end
of the week
independent
ly reflect on
the ICT
learning
process has
changed
his/her
world view
23. create a
reflexive piece or
output using an
ICT tool, platform,
or application, or
choice on the
learning
experience
undergone during
the semester
Doing
Creating
Problem
Solving