Importance of Lesson Plans g) Closure - A renewal or wrap-up of the lesson.

A well-prepared lesson plan has the following uses:

✓ It offers optimum results with objectives, activities, and methods. Daily Lesson Log
✓ It can be used by a substitute teacher who will frame future lessons. ❖ A template that teachers use to log parts of their daily lessons. The
✓ It serves as a guide to an appropriate teacher and ensures good Daily Lesson Log covers a days or a week’s worth of lessons.
instruction and prepares the teacher for effective teaching. ❖ Daily Lesson Log guidelines for daily lesson preparation were
✓ It helps in the organization of lessons. issued by the Department of Education to institutionalize instructional
✓ It is useful for the teacher to develop foresight, which can planning. It is a critical part of the teaching and learning process in
contribute to teaching and stimulate the learner to become more public schools.
creative. ❖ Daily Lesson Log preparation is part of the teacher’s core function
✓ It prevents waste of time, haphazard teaching, and/or unorganized as a facilitator of learning inside the classroom. Well-prepared and
activities. well-planned lessons are fundamental to ensuring the delivery of
✓ It gives a sense of security, especially to the beginning teacher who quality teaching and learning in schools.
feels nervous and tense. A well-prepared Lesson plan boosts a
teacher’s selfconfidence. Teachers who have been in the service for more than two (20 years
may adopt the Daily Lesson Logs, which contain the following entries:
Types of Lesson Plan  Lesson as cited in TG/ TM reference material with the page/s
1.Detailed Lesson Plan - Comprises of teacher’s activity and student number;
activity.  Learners’ Material used, such as Activity Sheets, Modules, and
2. Semi-detailed Lesson Plan - Omits student activity. other materials with the page number reference;
3. Brief Lesson Plan - Very short and can take the form of instructional  Remarks indicating the number of learners within mastery
material for the learners. level; the number of learners needing enrichment/refinement
lessons; and
Elements of a Lesson Plan/ Instructional Plan/ Learning Plan  Other Activities include the interventions given to the
Dr. Madeline Hunter’s research indicates that effective teachers pupils/students who did not master the lesson(s) the previous
usually include the following elements in their lesson plans. day.
a) Anticipatory set - A short activity, dispatch, or prompt that A.2.: PARTS OF THE LEARNER-CENTERED LESSON PLAN
focuses the student’s attention and ties previous lessons to today’s Student-centered learning (SCL) is an approach that allows
lesson. students to take ownership of their learning instead of sitting
b) Purpose – An explanation of the importance of this lesson and a passively and listening as the teacher delivers instruction.
statement concerning what students will do when they have Roles
completed it.  Student- constructs own knowledge
c) Input- The vocabulary, skills, and concepts to be learned.  Teacher- facilitates learning and scaffolds support
d) Modeling - The teacher demonstrates what is to be learned. Five (5) Parts of the Learner-Centered Lesson Plan
e) Checking for understanding - The teacher uses a variety of I. Objectives
questioning strategies to determine if the students understand the II. Subject Matter
topic. III. Procedure
f) Independent Practice - The teacher releases students to practice on IV. Evaluation
their own.
V. Assignment  To convey instructional intent to others.

1. Objectives - The lesson plans objectives provide specific goals that Guiding Principles in Determining and Formulating Learning Objectives
must be attained by the class, give a direction to a class discussion, and
1. Begin with the end in mind
call for expected outcomes.
2. Share lesson objectives with students
2. Subject Matter - It includes the specific topic and how that relates to
3. Lesson objectives must be in 2 or 3 domains
the National Curriculum. It includes the sources of information or
4. Work on Significant and relevant lesson objectives
references- whether a website, textbook, or other materials.
5. The lesson objectives must be aligned with the aims of education
Purpose of the Subject Matter
6. Aim at the development of critical and creative thinking
 It communicates ideas and imparts knowledge.
7. For accountability of learning, a lesson must be Smart
 It is useful to the students or learners who are receiving the
information. It must be suited to the group of people gaining from Three Domains of Learning/Knowledge or Behavioral
the knowledge imparted Objectives/Taxonomy of Objectives
3. Procedure - It makes up the body of the plan, and it includes the ✓COGNITIVE (Knowledge)
teaching-learning activities (TLA). Under the procedure are the ✓AFFECTIVE (Values & Attitudes)
preliminary activities and the Developmental Activities/Lesson Proper. ✓PSYCHOMOTOR (Skills)
4. Evaluation - It can take the form of a formative after the day’s lesson
to determine the mastery of learning. An evaluation must be a B.2. TEACHING CONTENT
collaborative activity between teachers and students. It needs to be Teaching content refers to the body of knowledge and information that
authentic. teachers deliver and which students are expected to learn in a specific topic,
5. Assignment - It is made up of questions, exercises, and a set of content, or subject matter.
practices specified by the teacher, including focused specific questions. Guiding Principles in Selection and Organization of Content 1. One guiding
principle related to subject matter content is to observe the following
A. INSTRUCTIONAL LEARNING PROCESSES B.1. LEARNING OBJECTIVES qualities in the selection and organization of content:
● VALIDITY - Teaching the content that we ought to teach according to
Learning goals should be concise, straightforward, concrete descriptions of national standards explicit in the basic education curriculum.
what learners should be able to achieve as a result of the lessons, teaching, ● SIGNIFICANCE - What we teach should respond to the needs and interests
and learning that have taken place at the end of a lesson. of the learners, hence meaningful.
They help you assess success and motivate your students to take ● BALANCE - Content includes not only facts but also concepts and values.
responsibility for their learning. ● SELF-SUFFICIENCY - Content fully covers the essentials.
● INTEREST - The teacher considers the interest of the learners, their
Instructional objectives are specific, measurable, short-term, observable developmental stages, and their cultural and ethnic background.
student behaviors. ● UTILITY - Will this content be of use to the learners? It is not meant only
to be memorized for test and grade purposes. What is learned has a
function even after examinations are over.
● FEASIBILITY - The content is feasible in the sense that the essential
Importance of Objectives
content can be covered in the amount of time available for instruction.
 To provide direction to instruction. 2. The base of the structure of cognitive subject matter content is facts. We
 To provide guidelines for assessment. cannot do away with facts, but be sure to go beyond facts by constructing
an increasingly rich and more sophisticated knowledge base and by working 3. Post-planning - This concerns how you revise your plan and remember
out a process of conceptual understanding. the main points of your plan. It also includes reviewing your plan and
3. Subject matter content is an integration of cognitive, skill, and affective making the necessary decisions to refine it more.
elements.
4 Steps of Pre-Planning
B.3. LESSON PLANNING 1. Use: How will my students be able to use this topic at the end of the
● The activity which the teacher performs before the actual lesson takes lesson?
place. It is a detailed description of the instructional strategies and learning 2. Topic: What will my students be talking about or learning?
activities to be performed during the teaching/learning process. 3. Context: What do my students need to succeed?
● This important preparation involves the following: 4. Review: What information are my students struggling with, and what will
✓ Identification of learning and objectives; they need to recall?
✓ Sequencing of activities and tasks;
✓ Determining appropriate instruction aids, methods, and references; Important Points to Remember in Planning and Organizing Instruction
• Deciding the proper organization and/or management of the learning 1. Our daily teaching-learning is supposed to contribute to the realization of
resource available, environment, and activities; And the vision statement of the Department to help develop “Filipino who
• Determining evaluation process passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building
B.3.1. PRE-PLANNING the nation.”
❖ The stage of lesson planning focuses on making decision about what 2. Your teaching-learning must be aligned with your school’s vision and
directions the lesson will go in based on students’ needs, requirements, mission and with that of DepEd.
curriculum, and any other influences. 3. Our instructional planning is supposed to begin with the study of the K to
❖ Without pre-planning, it can be easy to jump into planning out activities 12 curriculum guide for the subjects we teach.
and end up overwhelmed, directionless, and with a disjointed lesson. 4. Which instructional plans you will prepare depends on what your school
requires.
Importance of Pre-Planning 5. Apply all the principles of teaching and learning that you have learned
✓ Allows teachers’ flexibility in choosing the type of assessment that will and the research-based instructional strategies as you plan instruction you
best suit their students and the classroom environment. should also be guided by the same guiding principles upon which the K to 12
✓ Flexibility in adapting instructional delivery and classroom management curriculum guide was developed.
during uncertain times. 6. Allow your students to assess themselves. They are better motivated
✓ Cultivating good habits for preparing and reviewing lesson plans prepares when they are engaged in self-directed learning.
the ground for successful discussion. 7. You teach two types of knowledge: declarative (facts, concepts,
principles, hypothesis, laws) and procedural knowledge (manipulative skills,
3 Stages of Lesson Planning process).
1. Pre-planning - At this stage, you think about what to include in the 8. Don’t forget that part of instructional planning is the utilization of
lesson. Selecting resources while considering the lesson objectives of the assessment results. The results of your diagnostic, formative, and
student’s needs. summative tests should guide you in your instructional decision-making.
2. Writing the plan - This is the stage of writing the lesson plan following the
given template.

B.3.2. IMPLEMENTATION
What are lesson design and implementation and how does it affect ➢ Try an interactive lecture demonstration. Refer back to student input
learning? from the demonstration throughout the class.
A lesson that is organized to explicitly engage students with their existing ➢ Start your class with a few conceptual multiple-choice questions
ideas and actively explore new concepts through authentic inquiry can help (ConcepTests) that investigate previous course content or readings and use
students change what they already know, make connections, and integrate the response to guide the direction of your course.
this new knowledge. ➢ Use analogies or ask students to come up with their analogies for a
concept.
Characteristics/Examples of Classes with Low and High Lesson Design and ➢ Engage students in seeking and valuing alternative modes of
Implementation Scores investigation or multiple ways to solve problems.
❖ Classes with poor lesson design and implementation typically focus on ➢ Ask open-ended questions and create exercises where students have an
convergent problems and are completely instructor directed, and don’t opportunity to come up with alternative correct answers. For example, have
provide opportunities to explore ideas before instruction. Instructors often students in small groups design a 5-item checklist for assessing earthquake
miss opportunities to pose questions to students, or they make generic risk or for the development of a groundwater aquifer.
inquiries (“Any questions?”). ➢ When you get multiple answers to a question, value them and refer to
❖ In contrast, a well-designed lesson might begin with the instructor them during the class.
making an effort to determine how much students already know about the ➢ Make your students feel that they are members of a learning community
topic through a small group discussion followed by a report-out activity. that explores the content and generates ideas that determine the direction
of the lesson.
Structuring your class ➢ Seek feedback from your students by asking them to respond to a
✓ Begins with a short exercise to assess students’ pre-existing knowledge question. Refer back to multiple students’ answers.
of topics from a prior lecture. ➢ Use knowledge surveys to assess how much your students know. Ask
✓ Incorporates references to students’ personal experiences or material them to rate their confidence in their ability to complete a specific task or
from other classes. answer a question, or report back on items they want to cover in more
✓Includes opportunities for students to complete tasks in pairs or small detail.
groups on more than one occasion during a class period. ➢ Use a minute paper to have students describe the main idea from the
✓ incorporates an exploration activity at some point that is well integrated lesson or the muddiest point. Items brought up in the “muddiest point” can
with the subsequent material be used to guide the next class.
✓ Provides an opportunity for students to plan an investigation or analysis ➢ Small group work or Think-Pair-Share Activities: These exercises allow
using a method of their devising. students to vet their ideas before responding to a question posed by the
✓ Includes a couple of pauses for students to reflect on the material and instructor, thus strengthening the sense of being a part of a learning
ask clarifying questions. community.
➢ Adjust your lesson using student input.
Tips and Examples for Improving Lesson Design and Implementation
➢ Use and assess students’ prior knowledge from previous lessons,
assigned readings, everyday experiences, or other courses.
➢ Bring in students’ prior knowledge. Begin with a review of the previous
class. B.3.3. EVALUATION
➢ Ask students to interpret a map or diagram that incorporates local Assessment vs. Evaluation
features or recent events to further encourage students to reflect on
personal experiences.
 When you assess your students, you gather information about their level ➢ Teachers learn to teach their lessons in manageable CHUNKS, allow time
of performance or achievement. Evaluation is comparing a student’s for students to PROCESS and ASSESS student achievement.
achievement with other students or with a set of standards.
Effective assessment is a continuous process. It’s not simply something Procedure:
that is done after a unit of study or at the end of a lesson. Effective 1. Preparation
assessment and evaluation are integrated into all aspects of the curriculum, - A paragraph can be chunked into phrases and sentences, while a reading
providing both teachers and students with relevant and useful data to gauge of several pages can be chunked into paragraphs or sections.
progress and determine the effectiveness of materials and procedures. EXAMPLE: Graphic Organizer
2. Review Reading Strategies
Criteria to consider in evaluating your classroom 2.1. Circle words that are unfamiliar.
✓ Effective evaluation is a continuous, ongoing process. 2.2. Use context clues to help define these words.
✓ A variety of evaluative tools is necessary to provide the most accurate 2.3. Look up the meaning of unknown words.
assessment of a student’s learning progress. 2.4. Write synonyms for these new words in the text.
✓ An evaluation must be a collaborative activity between teachers and 2.5. Underline important places and people and identify them.
students. 2.6. Read aloud.
✓ Evaluation needs to be authentic. It must be based on the natural 2.7. Read multiple times.
activities and processes students do both in the classroom and their
everyday lives. 3. Chunk the Text
✓ Evaluation is intrinsically more complex than writing a test, giving it to a - Simply means breaking the text down into smaller parts.
group of students, scoring it, and handing it back with some sort of letter 4. Students Paraphrase Meaning
grade. Indeed, it involves a combination of procedures and designs that not - Students should rewrite “chunks” in their own words.
only gauge students’ work but also help them grow in the process. 5. Assess and Share
- The paraphrased text can be used to evaluate students’ understanding and
C. LESSON CHUNKING AND MICROTEACHING BASIC reading ability.
Lesson Chunking - Often leads to interesting discussions about interpretation.
• Breaking down a difficult text into more manageable pieces – How people can often find different meanings in the same words.
• Helps students identify keywords and ideas, develops their ability to
paraphrase, and makes it easier for them to organize and synthesize Variations:
information 1. Identify and Define Key Words
• A strategy used to reduce the cognitive load as the learner processes 2. Create a Visual
information 3. Paragraph Shrinking
4. Identify Significance and Connections
Chunking Lesson Plans 5. Jigsaw Chunking
➢ An innovative new way of lesson planning
➢ Designed by Susan Fitzell Chunking Strategies:
➢ Introduces the concept of chunked lesson plans, explores the best Chunking Process
practice and brain based teaching strategies for chunking and shows 1. Break a large amount of information into smaller units
teachers how to use their precious classroom time in more productive ways, 2. Identify similarities or patterns
reach more students, and increase achievement 3. Organize the information
4. Group information into manageable units
Chunking Information 7. Re-teaching
- Most commonly to organize or classify large amounts of information 8. Re-discussion
Simple Chunking 9. Redoing
- The breaking down of seemingly random numbers into chunks makes the
numbers easier to remember Benefits or Advantages of Micro Teaching
1. The elasticity of practice
Microteaching 2. Confidence booster
- A new innovative program for teachers enhances their classroom attitude 3. Budget oriented
and behavior. 4. More learning and less damage
- To equip teachers with an effective method of teaching. 5. Improves attitude
- Is a teacher training technique that allows student teachers to practice and 6. Promotes systematic lesson planning
refine their teaching skills in a low-risk, simulated classroom environment? 7. Instant feedback
- Used for retraining or fine-tuning the skills of practicing teachers, was 8. Mastering skills
developed in the late 1950s and early 1960s by Dwight Allen and his
colleagues at Stanford University. Limitations or Disadvantages of Micro Teaching
- Involved in the steps of “plan, teach, observe, re-plan, and re-observe.” 1. Hampers creativity
- Is a special teaching practice model or teaching training method. 2. Training Staff
- Contains many actions like use of methods, usage of media, learning guide, 3. Lesser students’ lesser interest
motivation, classroom management, assessment, analysis, and so on. 4. Wastes a lot of time
5. Training period timing
How Microteaching Works 6. Not realistic and practical
▪ Microteaching sessions involve one student teacher, the class instructor 7. One alone is not sufficient
(or school supervisor), and a small group of peers. 8. One at a time
▪ Student teachers conduct a short lesson (usually 5 to 20 minutes in length)
and then receive feedback from their peers.
▪ Later methods of microteaching evolved to include videotaping sessions
for review by the student teacher.
▪ Student teachers rotate through the roles of teacher and student in small
groups of 4 to 5 teachers. This singular focus provides the opportunity for
student teachers to master each technique by planning and teaching the
same lesson multiple times, making adjustments based on peer and
instructor feedback.

Procedure of Microteaching
1. Skill definition
2. Demonstration
3. Lesson planning
4. Conducting lesson
5. Discussion and conclusion
6. Re-planning Mastering a skill is an ongoing process.