Modeling Constructive Alignment, Integration and Differentiation in Science Modules: A Blended Learning Tool in a Flexible Educational Landscape

Abstract

The study analyzed the constructive alignment of the learning competencies, learning activities, and assessment in the Learner's Packet for third-grade Science. The use of integration and differentiation in the Learning Packets was also explored. The analysis results were used to develop the Learning Exemplar to model constructive alignment, integration, and differentiation. The second quarter content, performance standards, and learning competencies in the Simplified Module Intended for Learning Encounters (SMILE) Learner's Packet used by the third-grade students in Department of Education Naga City Division in the Philippines during the Covid-19 pandemic school years were the ones subjected to the analysis. The language errors and validation of the Learning Plan exemplars were beyond the scope of the study. The descriptive evaluative research was used to analyze the constructive alignment, whereas the descriptive developmental research was applied in the development of the Learning Plan Exemplars. Qualitative descriptive research was used in describing the constructive alignment, integration, differentiation, and the different approaches in developing the Learning Exemplar. Document analysis and the Evaluation Guide developed by the researcher were used in gathering data. The study revealed that Learning competencies, learning activities, and assessments in the Learner's Packet were partially aligned. There were minimal integration and no differentiation done in the Learner's Packet. The Learning Plan Exemplars were developed modeling constructive alignment, integration, and differentiation with the use of RAISE (Review- Activate-Immerse-Synthesize-Evaluate) learning plans, Differentiated Instruction (DI), UbD (Understanding by Design) Framework and 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) format.