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Making A Lecture Transcript

This document discusses the principles and guidelines for developing instructional video lessons and writing lecture transcripts. It defines a lecture transcript as the transcription of video lessons created to supplement learning activity sheets. Lecture transcripts are needed to make lessons accessible for those who cannot view videos and to guide educators in creating video content. The document outlines the structure and format of transcripts, including sections for the subject, title, objectives, discussion, activities and summary. It emphasizes following social content guidelines to ensure respect and inclusion.

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Charlene Ilac
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
Download as pptx, pdf, or txt
24 views57 pages

Making A Lecture Transcript

This document discusses the principles and guidelines for developing instructional video lessons and writing lecture transcripts. It defines a lecture transcript as the transcription of video lessons created to supplement learning activity sheets. Lecture transcripts are needed to make lessons accessible for those who cannot view videos and to guide educators in creating video content. The document outlines the structure and format of transcripts, including sections for the subject, title, objectives, discussion, activities and summary. It emphasizes following social content guidelines to ensure respect and inclusion.

Uploaded by

Charlene Ilac
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
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General Principles of Developing

Instructional Video Lessons and


Writing Lecture Transcripts

Stephen Tracy E. Tabamo


EPS II-HRD
Making Lecture LR Standard
Transcripts
Stephen Tracy E. Tabamo
EPS II-HRD
Session Objectives:
• Define “Lecture Transcript”;
• Cite the reasons why there is a need to craft a Lecture
Transcript;
• Name and discuss the principles in developing video
lessons/lecture transcripts;
• Enumerate the flow and parts of a Lecture Transcript
and elaborate each by providing a sample output;
• Write a sample Lecture Transcript following the LR
standards.
SPOT WHAT
IS WRONG
You can type your message in the chat pane or
simply raise hand to be recognized.
Why do we need to talk about
the modules/LAS/SLMs in
developing VIDEO LESSONS?
NOTE THAT:
 The content of your LAS is
elaborated in your VIDEO
LESSON.
 So both your LAS and VIDEO
LESSONS should meet…
ADM LR STANDARDS
• Alternative Delivery Mode (ADM) as defined in
Republic Act No. 10618 refers to the tried and tested
alternative modalities of education within the confines
of the formal system that allow schools to deliver
quality education to marginalized students and those
at risk of dropping out in order to help them overcome
personal, social, and economic constraints in their
schooling.
SOCIAL CONTENT
GUIDELINES
The Filipino Learner
• Highlight the dignity of learners and
communicate respect for their rights
• Depict learners as having 21st century skills
(information, media, and technology skills, learning
and innovation skills, communication skills, life and
career skills) who actively develop, take advantage
of, and put such skills to good use.
The Filipino Nation and Philippine Society
• Depict national symbols and institutions
in contexts that promote respect for their
meanings.
• Show community settings that feature a
mix of rural, sub-urban, and urban
situations without stereotyping any of
them
Citizenship and Social Responsibility
• Promote the observance of high ethical standards
and codes of behavior in all aspects of the society.
• Foster attitudes of inclusivity, acceptance,
understanding, and appreciation for diverse
cultures, sectors, and groups in society.
• Avoid the depiction of physical, sexual, verbal,
and mental abuse of adults and children as well as
violent sports and entertainment
Individuals and Social Identities
• Avoid views or opinions that highlight stereotypes
and encourage cultural, moral, and social
insensitivities against particular social classes,
gender groups, political affiliations, cultural or
religious groups.
• Avoid inaccurate, unnecessary, or inappropriate
portrayal of or reference to the physical appearance,
cultural customs, social classes, symbols,
observances, festivals, dress, names, or language of
any ethnic group or nationality
Social Institutions
• Show respect for different family patterns
(e.g., nuclear, extended, with a single parent, or
with two parents, etc.)
• Use religious references, symbols,
celebrations, and language (in the text,
illustrations, or photographs) free of bias and
only when it is appropriate in relation to the
subject matter
Social Institutions
• Present and promote a balanced and just
relationship between workers and managers in
the depiction of their roles and responsibilities.
• Avoid mentioning commercial brand names and
corporate logos in text or showing them in
illustrations or photographs. Instead, writers may
invent or fabricate a brand in order to fulfill the
purpose of the lesson without promoting real-life
brand names and products.
Gender
• Maintain balance in the treatment of
gender roles, occupations, and
contributions in both text and non-text
material.
Media, Technology, and Communication

• Promote positive and healthy


attitudes towards ICT and its
use.
Health and Safety
• Promote the physical and mental
well-being of children and adults
while applying gender sensitivity with
regard to health concerns.
Environment
• Encourage humane
treatment of and respect for
all life forms
POST DISCUSSION QUESTION

Why do we need to follow the


social content guidelines in
creating our scripts/video
lessons?
Making Lecture
Transcripts
Stephen Tracy E. Tabamo
EPS II-HRD
What is a Lecture Transcript?
• It is the transcription of lectures, seminars
or presentations delivered by professors,
researcher, lecturers, teachers et al.
What is a Lecture Transcript?
In the context of our division, it is the
transcription of the video lessons crafted
to supplement the LASs .
Reason for Transcripts
• Not everyone has the means to
understand the lessons on LAS
due to the compressed lessons
brought by the limited number of
pages.
Reason for Transcripts
The lecture transcripts will be a separate
learning tool for those who won’t have
the means to watch the video and shall
be the guide for educators in creating
video lessons.
Reason for Transcripts
Note that the LT is done
prior to creating video
lessons for quality control
purposes.
STOP OVER
QUESTIONS?
CLARIFICATIONS?
Content of Transcripts
• Contains an elaborative approach to the
concepts (in accordance to the MELCs)
• Uses a simpler language to explain concepts
• Gives an elaborative approach to answering
activities (especially with activities that demands a
subjective output)
Flow of the Lecture Transcript
Subject
Title of Lesson (MELC)
MELC and CODE
Introduction (Spiel)
Introduction to Key Points (Based on MELCs)
Discussion(Background Information from LAS)
Teacher Breaker
Activities
Reflection
Summary/Closing Spiel
References
Credits
Format
Grades 1-3: Grades 4-6:
Century Gothic Arial
Size 12 to 15 Size 10 to 12
Double Space Double Space

HS:
Arial
Size 12
Double Space
CLOSER LOOK
Subject
Title of Lesson (MELC)
MELC and CODE
Introduction (Spiel)
Introduction to Key Points (Based on MELCs)
Discussion(Background Information from LAS)
Teacher Breaker
Activities
Reflection
Summary/Closing Spiel
References
Credits
REFLECTIVE STOP - OVER
Cite one key takeaway from the
discussion and explain how will it help
you in crafting your transcript and video
lessons.
STOP OVER
QUESTIONS?
CLARIFICATIONS?
REMINDERs:
 The Script making/writing does not
end once you have written it.
Proofread:
Grammar
Spelling
Punctuation
Content
APPLICATION
• Create your sample Lecture Transcript
based on the topic/Learning Competency
assigned to you.
SAMPLE LECTURE
TRANSCRIPT
Stephen Tracy E. Tabamo
EPS-HRD

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