Task	Instrument	Instructional Elements								Delivery System
Task	Instrument	Verb	Learning Level	Learning Level Category	Learning Outcome	Level of Interactivity	Instructional Method	Instructional Strategy		Delivery System
1.1.	MSG	Specify	K1	Knowledge (Fact Learning)	Verbal	LOI 2 (Limited)	Assigned Reading	Traditional		Self-study via hardcopy or digital textbook
1.1.	MST	Specify	K4	Analysis (Discrimination Learning)	Intellectual Skills This task involves concisely analyzing and explaining a complex concept, which requires intellectual skill in distilling and communicating key information.	LOI 3 (complex participation), as it involves analysis and concise communication of a technical concept.	Primary: Reference-based— Utilizing the text as a primary source of information. Secondary: Tutorial—To guide learners in understanding and summarizing the concept.	For reference-based: The traditional strategy would be most effective, focusing on structured learning from the text. For tutorial: Small group (facilitator-led) strategy can be used to encourage discussion and clarification of the concept.		Interactive e-learning module or digital textbook with integrated tutorials. This could include segments of the text supplemented with interactive elements like quizzes or summary exercises to practice concise explanations.
1.2.	MSG	Specify	K1	Knowledge (Fact Learning)	Verbal	LOI 2 (Limited)	Assigned Reading	Traditional		Self-study via hardcopy or digital textbook
1.2.	MST	Specify	K4	Analysis (Discrimination Learning)	Intellectual Skills This task involves the concise analysis and articulation of the relationship between shutter speed and light exposure, requiring intellectual skill in distilling complex information.	LOI 3 (Complex)	Primary: Reference-based— Utilizing the text as the main source of information. Secondary: Tutorial—To guide learners in understanding and summarizing the concept succinctly.	For reference-based: A traditional strategy, focusing on structured learning from the text, is most effective. For tutorial: A small group (facilitator-led) strategy could be used to encourage discussion and a precise explanation of the concept.		An interactive e-learning module or a digital textbook format is suitable. These should include segments of the text supplemented with interactive elements like quizzes or exercises that encourage learners to formulate concise explanations.
1.3.	MSG	Specify	K1	Knowledge (Fact Learning)	Verbal	LOI 2 (Limited)	Assigned Reading	Traditional		Self-study via hardcopy or digital textbook
1.3.	MST	Specify	K4	Analysis (Discrimination Learning)	Intellectual Skills This task involves analyzing and concisely articulating the relationship between ISO settings and sensor sensitivity, which requires intellectual skill in summarizing complex information.	LOI 3 (Complex)	Primary: Reference-based— Utilizing the text as a key source of information. Secondary: Tutorial—To guide learners in understanding and succinctly summarizing the concept.	For reference-based: Traditional strategy would be effective, focusing on structured learning from the text. For tutorial: A small group (facilitator-led) strategy can be used to encourage discussion and a concise explanation of the concept.		An interactive e-learning module or digital textbook would be suitable. These should include segments of the text, supplemented with interactive elements like quizzes or summary exercises to practice concise explanations.
1.4.	MSG	Recall	K1	Knowledge (Fact Learning)	Verbal	LOI 1 (Passive)	Lecture	Traditional		Traditional classroom or online synchronous training
1.4.	MST	Recall	KI	Knowledge (Fact Learning)	Verbal This task focuses on the recall of information about the interrelationship of aperture, shutter speed, and ISO in photographic exposure.	LOI 1 (Passive)	Primary: Lecture—Serves as the primary method of delivering the content. Secondary: Drill and practice— To reinforce the recall of the information.	For lecture: A traditional strategy, focusing on structured delivery of content, is appropriate. For drill and practice: A programmed strategy can be used, which involves structured repetition and practice to enhance memory retention.		Given the task’s alignment with LOI 1 and focus on verbal information, a standard lecture format, possibly supplemented with visual aids (like slides or diagrams), is suitable for the initial content delivery. For achieving accuracy in recall, an e-learning platform with quizzes or flashcards could be effective. This system should provide immediate feedback and allow for repeated practice to reinforce learning.
2.1.	MSG	Label	K4	Analysis (Discrimination Learning)	Intellectual Skills	LOI 3 (Complex)	Small Group (facilitator-led)		E3	Traditional classroom or online breakout room
2.1.	MST	Label	K3	Application (Procedural Learning)	Intellectual skills, specifically applying knowledge to identify and label aperture, shutter speed, and ISO settings in different lighting conditions.	LOI 3 (Complex) This level involves applying knowledge in various scenarios, which in your case includes different environmental conditions like low-lighting, back-lit subjects, and full sun.	Primary: Worked examples would be suitable, as they can provide learners with examples of correctly labeled settings in different lighting conditions. Secondary: Demonstration/ modeling could be beneficial to show the process of determining and labeling the correct settings initially.		Traditional exercises for practice and reinforcement, along with small group work for peer collaboration and feedback.	Given the need for visual representation, a combination of digital images or interactive diagrams in an IMI format would be ideal. These can show the camera settings and their effects in various lighting conditions. Physical or digital worksheets for learners to practice labeling can enhance learning and provide a hands-on experience.
3.1.	MSG	Take	S5	Complex Overt Response (Mechanism)	Cognitive Strategies	LOI 3 (Complex)	Practical Application		Traditional	Actual Equipment
3.1.	MST	Take	S5	Complex Overt Response (Mechanism)	Motor skills, focusing on the physical ability to adjust the camera and take photos with varying aperture settings to achieve a desired effect (depth of field).	LOI 3 (Complex)	Primary: Demonstration/ modeling, showing how to adjust aperture settings and the expected outcomes. Secondary: Drill and practice, allowing learners to practice the skill in varying conditions to achieve proficiency repeatedly.		E3 is for hands-on practice, and the peer/pressure group is for collaborative learning and feedback.	Actual equipment, namely a camera, is essential for this task. Learners need to handle the camera and adjust settings physically in natural environments. Augmented reality or VR systems could be supplementary tools, especially for demonstrating the effects of different aperture settings in various lighting conditions without the need for immediate access to indoor and outdoor settings.
3.2.	MSG	Take	S5	Complex Overt Response (Mechanism)	Cognitive Strategies	LOI 3 (Complex)	Practical Application		Traditional	Actual Equipment
3.2.	MST	Take	S5	Complex Overt Response (Mechanism) This level involves performing complex and coordinated actions, such as manipulating camera settings (shutter speed) to achieve specific photographic effects.	Motor Skills It focuses on developing the physical ability to adjust camera settings effectively to achieve different effects in photographs.	LOI 3 (complex participation) and possibly LOI 4 (real-time) for immediate feedback and adaptation.	Primary: Demonstration/ modeling illustrating how different shutter speeds affect motion blur and action freezing. Secondary: Drill and practice, allowing learners to repeatedly experiment with shutter speeds in various settings to achieve the desired effects.		E3 for hands-on practice, supplemented by peer/pressure group for collaborative learning and feedback.	Actual equipment, specifically a camera, is essential for this task. Learners need to handle the camera and adjust settings physically in real environments. Augmented Reality or VR could be considered supplementary tools, especially for demonstrating the effects of different shutter speeds in various conditions without needing immediate access to varied lighting or motion scenarios.
3.3.	MSG	Take	S5	Complex Overt Response (Mechanism)	Cognitive Strategies	LOI 3 (Complex)	Practical Application		Traditional	Actual Equipment
3.3.	MST	Take	S5	Complex Overt Response (Mechanism)	Motor Skills	LOI 3 (Complex)	Primary: Demonstration/ Modeling Secondary: Drill and Practice Demonstration/ modeling would be effective in showing how ISO settings affect image quality, but drill and practice may be more beneficial for learners to repeatedly practice and refine their skills in adjusting ISO settings under different lighting conditions.		E3: Hands-on practice in real-world settings.	Actual Equipment: Using a real camera to practice and understand the impact of ISO settings.
4.1.	MSG	Submit	S5	Complex Overt Response (Mechanism)	Cognitive Strategies	LOI 3 (Complex)	Small Group (facilitator-led)		E3	Portfolio (traditional or digital)
4.1.	MST	Submit	K5	Synthesis (Problem- solving)	Intellectual Skills This task requires learners to apply their understanding of photographic concepts like exposure, aperture, shutter speed, and ISO settings to create a diverse portfolio. The problem-solving aspect lies in selecting and organizing photographs to demonstrate these concepts effectively.	LOI 3 (Complex)	Primary: Project-Based Learning Secondary: Worked Examples Project-based learning is particularly relevant as it involves completing a real-world task (here, the creation of a photo portfolio) that allows learners to apply and demonstrate their understanding in a practical context.		E3 The E3 strategy is most fitting for this task as it emphasizes learning through doing and experimenting, which is essential for understanding various photographic techniques.	An LMS with portfolio capabilities would be appropriate. This system would allow learners to submit their photos, provide explanations or annotations for their choices, and facilitate feedback and evaluation.
5.1.	MSG	Conduct	S6	Adaptation	Cognitive Strategies	LOI 3 (Complex)	Small Group (facilitator-led)		Peer/Pressure Group	Traditional classroom or online breakout rooms
5.1.	MST	Evaluate The central action in your task is to “conduct a portfolio review.”	K6	Evaluation	Intellectual Skills This requires learners to critically assess and provide feedback on portfolios, a task that involves higher-order cognitive processes like analysis, synthesis, and evaluation.	LOI 4 (Real-Time)	Primary: Small Group (facilitator-led) Secondary: Guided Discussion A small group method would be more effective as it fosters interaction, discussion, and active participation from all members.		Peer/Pressure Group This strategy encourages peer learning and feedback, which aligns well with the task of conducting portfolio reviews and providing constructive feedback.	A suitable delivery system would be a combination of an LMS for organizing and sharing the portfolios and a synchronous online meeting platform (like Zoom or Microsoft Teams) for the review sessions. This setup supports the interactive nature of the task and allows for real-time feedback and discussion.