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Lesson Plan

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LESSON DepEd Guidelines on ‘Lesson Planning Objectives In this lesson, you will be able to: + determine the legal bases for instructional planning in the Department of Education; + identify key features of instructional planning: and * explain how the instructional planning strategies could be integrated in with the DepEd Guidelines. Introduction With the promulgation of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, the education sector has changed. It has moved from a competency-based curriculum toward a standards-based one. Furthermore, the way learners are assessed and evaluated under the new curriculum has also changed with the K to 12, putting more emphasis on performance and outputs, rather than simple pen-and-paper tests. It is therefore imperative that planning for instruction would also change. In this lesson, we are going to look at the guidelines from the Department of Education on instructional planning and look at some of its more salient features. THINK: DepEd Order No. 42, s. 2016 or Palicy Guidelines on Daily Lesson Preparation for the K to 12 Education Program We have seen in the previous lessons that instructional planning plays a vital role in the delivery of learning. We have also learned that there are various strategies to plan for classroom instruction. As such, the DepEd released guidelines to ensure that instructional planning is done in an orderly and regular fashion Inthe eyes of the Department of Education, instructional planning is fundamental to ensure the delivery of teaching and learning in the schools. It is a means to make sure that the teacher could visualize the lesson before it could be delivered to the learners. Instructional planning is comprised of three major steps advocated in the policy, namely: planning instruction, delivery of instruction, and assessment of CHAPTER 2 Instructional Planning 61. learning. This process expects the teachers to come to class Prepared to organize and develop a plan, implement it, and determine how well the plan was implementeg, As mentioned in previous lessons, key features of the K to 12 Curriculum makes it a unique curriculum. These features include the spiral progression of content, constructivist view on learning and meaning making, and use of differentiated instructions. Thus, instructional planning should also reflect these features in the lessons the teachers plan for. Elements of the Learning Plan The lesson plan serves as the teacher's map in attaining the objectives of the lesson. As such, it should be carefully crafted, containing the necessary details to tackle the particular topic. Essentially, the lesson plan should answer the following questions: + What should be taught? Inplanning for daily lessons, the teacher needs to follow the curriculum guide of the target learning area. As such, a deep understanding of the curriculum is required from the teacher in order to teach the content. Key areas to be taught from the curriculum guide are: © Content Standards © Essential Knowledge/Understanding © Performance Standards © Learning Competencies * How should it be taught? The DepEd policy also acknowledges that with the use of the lesson plan, the teacher can identify which parts of the lesson the learners could find difficult and address them appropriately. Furthermore, teachers are expected to utilize varied strategies. Teachers are encouraged to use strategies that address the learners’ cognitive abilities, learning styles, readiness levels, multiple intelligences, gender, socio-economic background, culture, ethnicity, physical ability, and special needs just to name a few. , These strategies could include: © Direct instruction, where a material is taught in a sequential manner. This strategy is usually used in teaching facts, rules, or action sequences. ; 62 ACourse Module for Teaching English in the Elementary Grades (Language Arts) Indirect instruction is a strategy that directly involves the learners as a mi ; é lore active participant in the classroom rather than a passive ne. o | ive i ; eee instruction uses active learning methods to engage ¢ learners to interact with each other and their teacher. Experiential i i ° eet instruction involves the learners in the learning : ee They become part of the learning process rather than imply @ recipient of learning, thus the teacher puts more emphasis on the process rather than the product. ° Pelee study, as the name suggests, the teacher's control of the learning experience is reduced, and gives the learners the reign on their interaction with the content. + How should learning be assessed? Lesson planning not only involves planning for the execution of the lesson, it should also convey an assessment plan in measuring student learning. The policy refers to DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. The guidelines put premium of the use of formative assessment as a tool to help learners identify their strengths and weaknesses. It also helps the learners make adjustments to their teaching as areas of concern are identified. Learning Plans DepEd Order 42, s. 2016 recognizes that teachers acquire more experience and competency as they progress in the teaching profession. As such, it provides different plan templates for different teachers. Newly hired teachers without professional teaching experience will be required to prepare a daily Detailed Lesson Plan (DLP) for one year. On the other hand, teachers with at least one year of teaching experience will be required to use the weekly Daily Lesson Log (DLL). Parts of a Detailed Lesson Plan (DLP) + Before the Lesson cribes the preliminary activities prior to the actual ‘son. In this part, the teacher reviews the previous lesson m the previous lesson that may have been unclear g so, the teacher introduces the new lesson, and this lesson and the old one in order to establish he lesson's objectives before the class. This part des introduction of the les and clarifies concepts fro to the learners. After doin makes a connection between a purpose. Finally, the teacher states t CHAPTER? instructional Planning 63 Od The teacher presents the new material to the learners. He/she employs various strategies and methods to convey the new concepts, skills, ang competencies to the learners. It is also here that the teacher checks for the learners’ understanding, and provides them with feedback. * The Lesson Proper * After the Lesson This begins with a wrap-up activity where the teacher provides a summary of the lesson or asks the learners to summarize the lesson for the class. It is also where the ideas learned are reinforced, or whether the learners have mastered the day's lesson. Parts of a Daily Lesson Log (DLL) 64 + Objectives - They describe what the teacher intends to attain for the day. These are of course based on the curriculum guide set by the DepEd. © Content standards are the facts, concepts, and procedures based on each of the learning areas that the learners need to learn. o Performance standards are the tasks that learners need to perform based on what they understood about the content. o Learning competencies are the knowledge, skills, and attitudes that learners need to demonstrate in the duration of the lesson These competencies are coded in the curriculum guide, and should be reflected in the teacher’s DLL/DLP . Content — This describes the subject matter of the lesson Learning Resources — This pertains to the references and other sources of information the teacher will use for the lesson. Procedures — For the Daily Lesson Log, procedure for delivering the lesson shall be composed of 10 steps: Reviewing of previous lesson or presentation of the lesson lesson as a form of motivation ° © Establishing purpose for the | co Presentation of examples for content and competencies in order to clarify concepts © Discussion ofnew concepts, leading to the first formative assessment activity prior to the deepening of the lesson ‘A Course Module for Teaching English in the Elementary Grades (Language Arts) + Remarks ~ This part indicates the special case’ the lesson or reteaching or rescheduling due to lack of time or sus| Development of the concept to deepen learners’ understanding, leading toward the second formative assessment Deepen understanding of the learners on the lesson’s concepts to lead toward mastery. This is through implementation of group and collaborative activities, Helping learners find practical ways to use the knowledge and skills they have learned in the lesson Making generalization and abstractions about the concepts and insights from the lesson Evaluation learning to assess whether the lesson objectives were met n of the lessons Providing additional activities for the applicatio d difficulty with learned or remediation for learners who may have ha the lesson .s, such as continuation of pension of classes. + Reflection ~ This is where the teacher reflects on what transpire ed during the lesson: ° ° ° You may reat English (retrieved from https:/depedtam How many learners got 80% in the evaluation? How many learners need additional activities? Did the remediation activities work? How many require additional work? Which strategies used in the lesson engaged the learners? What are the difficulties encountered by the teacher and learner before, during, and after the lesson? Which of the practices that is used in this lesson could be shared with my colleagues? late of the Daily Lesson Log for Grade 4 d the following templ bayan.org/grade-4-dll-4th-quarter-2020/). HAPTER? 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