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    The Process of Systematically Planning, Developing, Evaluating and Managing The Instructional Process by Using Principles of Teaching and Learning - D.O. 42, S. 2016

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    Ronieta Villanueva
    This document outlines the format for a detailed lesson plan (DLP) used by teachers in the Philippines. The DLP format includes 6 sections - I) Objectives, II) Content, III) Learning Resources, IV) Procedures, V) Remarks, and VI) Reflection. Section IV Procedures is the core of the lesson plan, detailing the introductory activity, main activity/strategy, analysis, abstraction, application, and assessment. The DLP is used to systematically plan, develop, evaluate and manage the instructional process.

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    The Process of Systematically Planning, Developing, Evaluating and Managing The Instructional Process by Using Principles of Teaching and Learning - D.O. 42, S. 2016

    Uploaded by

    Ronieta Villanueva
    414 views4 pages
    This document outlines the format for a detailed lesson plan (DLP) used by teachers in the Philippines. The DLP format includes 6 sections - I) Objectives, II) Content, III) Learning Resources, IV) Procedures, V) Remarks, and VI) Reflection. Section IV Procedures is the core of the lesson plan, detailing the introductory activity, main activity/strategy, analysis, abstraction, application, and assessment. The DLP is used to systematically plan, develop, evaluate and manage the instructional process.

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    4 A

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    This document outlines the format for a detailed lesson plan (DLP) used by teachers in the Philippines. The DLP format includes 6 sections - I) Objectives, II) Content, III) Learning Resources, IV) Procedures, V) Remarks, and VI) Reflection. Section IV Procedures is the core of the lesson plan, detailing the introductory activity, main activity/strategy, analysis, abstraction, application, and assessment. The DLP is used to systematically plan, develop, evaluate and manage the instructional process.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    414 views4 pages

    The Process of Systematically Planning, Developing, Evaluating and Managing The Instructional Process by Using Principles of Teaching and Learning - D.O. 42, S. 2016

    Uploaded by

    Ronieta Villanueva
    This document outlines the format for a detailed lesson plan (DLP) used by teachers in the Philippines. The DLP format includes 6 sections - I) Objectives, II) Content, III) Learning Resources, IV) Procedures, V) Remarks, and VI) Reflection. Section IV Procedures is the core of the lesson plan, detailing the introductory activity, main activity/strategy, analysis, abstraction, application, and assessment. The DLP is used to systematically plan, develop, evaluate and manage the instructional process.

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    of 4

    4 A’s PROCEDURE:

    Instructional Planning
    (The process of systematically planning, developing, evaluating and managing the instructional process by
    using principles of teaching and learning - D.O. 42, s. 2016)
    Detailed Lesson Plan (DLP) Format

    School Grade Level


    Teacher Learning Area
    Time & Dates Quarter

    I. OBJECTIVES
    A. Content Standards
    B. Performance Standards
    C. Learning Competencies
    / Objectives.
    Write the LC code for each
    II. CONTENT
    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s Guide pages
    2. Learner’s Materials
    pages
    3. Textbook pages
    4. Additional Materials
    from Learning Resource
    (LR) portal
    B. Other Learning
    Resources
    V. PROCEDURES

    Introductory Activity
    (____ minutes). This part
    introduces the lesson
    content. Although at times
    optional, it is usually
    included to serve as a
    warm-up activity to give
    the learners zest for the
    incoming lesson and an
    idea about what it to
    follow. One principle in
    learning is that learning
    occurs when it is
    conducted in a pleasurable
    and comfortable
    atmosphere.
    Activity/Strategy (____
    minutes). This is an
    interactive strategy to elicit
    learner’s prior learning
    experience. It serves as a
    springboard for new
    learning. It illustrates the
    principle that learning
    starts where the learners
    are. Carefully structured
    activities such as individual
    or group reflective
    exercises, group
    discussion, self-or group
    assessment, dyadic or
    triadic interactions,
    puzzles, simulations or
    role-play, cybernetics
    exercise, gallery walk and
    the like may be created.
    Clear instructions should
    be considered in this part
    of the lesson.
    Analysis (____ minutes).
    Essential questions are
    included to serve as a guide
    for the teacher in
    clarifying key
    understandings about the
    topic at hand. Critical
    points are organized to
    structure the discussions
    allowing the learners to
    maximize interactions and
    sharing of ideas and
    opinions about expected
    issues. Affective questions
    are included to elicit the
    feelings of the learners
    about the activity or the
    topic. The last questions or
    points taken should lead
    the learners to understand
    the new concepts or skills
    that are to be presented in
    the next part of the lesson.
    Abstraction (____
    minutes). This outlines the
    key concepts, important
    skills that should be
    enhanced, and the proper
    attitude that should be
    emphasized. This is
    organized as a lecturette
    that summarizes the
    learning emphasized from
    the activity, analysis and
    new inputs in this part of
    the lesson.
    Application (____
    minutes). This part is
    structured to ensure the
    commitment of the learners
    to do something to apply
    their new learning in their
    own environment.
    Assessment (___ minutes).
    For the Teacher to: a) Observation (Formal and informal Possible Activities
    a) Assess whether learning observations of learners’ performance Investigation, Role Play, Oral
    objectives have been met or behaviors are recorded, based on Presentation, Dance, Musical
    for a specified duration, assessment criteria) Performance, Skill
    b) Remediate and/or Demonstration, Group
    enrich with appropriate Activity (e.g. Choral
    strategies as needed, and Reading), Debate, Motor &
    c) Evaluate whether Psychomotor Games,
    Simulation Activities, Science
    learning intentions and Experiment
    success criteria have been b) Talking to Learners / Conferencing Hands-on Math Activities,
    met. (Teachers talk to and question learners Written Work and Essay,
    (Reminder: Formative about their learning to gain insights on Picture Analysis, Comic Strip,
    Assessment may be given their understanding and to progress Panel Discussion, Interview,
    before, during, or after the and clarify their thinking) Think-Pair-Share, Reading
    lesson). c) Analysis of Learners’ Products Worksheets for all subjects,
    Choose any from the (Teachers judge the quality of Essay, Concept Maps/Graphic
    Assessment Methods products produced by learners Organizer, Project, Model,
    below. according to agreed criteria) Artwork, Multimedia
    Presentation, Product made
    in technical-vocational
    subjects
    d) Tests (Teachers set tests or Skill Performance Test,
    quizzes to determine learners’ ability Open-Ended Question,
    to demonstrate mastery of a skill or Practicum, Pen and Paper
    knowledge of content) Test, Pre and Post Test,
    Diagnostic Test, Oral Test,
    Quiz
    Assignment/Agreement
    (____ minutes). Fill-in
    below any of the four
    purposes
     Reinforcing /
    strengthening the
    day’s lesson
     Enriching /
    inspiring the day’s
    lesson
     Enhancing /
    improving the
    day’s lesson
     Preparing for the new
    lesson
    V. REMARKS
    Indicate special cases
    including but not limited to
    continuation of lesson plan
    to the following day in case
    of re-teaching or lack of
    time, transfer of lesson to
    the following day, in cases
    of class suspension, etc.
    VI. REFLECTION
    Reflect on your teaching
    and assess yourself as a
    teacher. Think about your
    student’s progress. What
    works? What else needs to
    be done to help the
    students learn? Identify
    what help your
    instructional supervisors
    can provide for you so
    when you meet them, you
    can ask them relevant
    questions. Indicate below
    whichever is/are
    appropriate.
    A. No.of learners who
    earned 80% on the
    formative assessment.
    B. No.of learners who
    require additional
    activities for remediation.
    C. Did the remedial
    lessons work? No.of
    learners who have caught
    up with the lesson.
    D. No.of learners who
    continue to require
    remediation
    E. Which of my teaching
    strategies worked well?
    Why did these work?
    F. What difficulties did I
    encounter which my
    principal or supervisor
    can help me solve?
    G. What innovation or
    localized materials did I
    use/discover which I wish
    to share with other
    teachers?

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