Unit 4: LEARNER-CENTERED LESSON PLAN

Intended Learning Outcome:

Compare and contrast an exemplar learner-centered lesson plan with a
teacher-or content-centered lesson plan (CLO1).

Time element: 3 hours

Lesson 2: Instructional Process

LESSON PREPARATION/ REVIEW/PREVIEW

In the previous lesson you have learned the parts, functions, and characteristics of
a lesson plan. For it to be learner- centered, the lesson plan must respond to the needs
of your students and provide activities for students to construct their own knowledge by
employing various methods and strategies and through the application of differentiated
instruction.

Moreover, a comparison between a detailed lesson plan and a daily lesson log was
also presented in the previous lesson. But did you know that the Department of
Education in DepEd Order no. 42, s. 2016 outlines the qualifications of teachers who will
use the DLP and the DLL? Teachers with at least one (1) year of teaching experience,
including teachers with private school and higher education institution (HEI) teaching
experience, shall not be required to make a Detailed Lesson Plan (DLP). Teachers who
have been in the service for at least one (1) year, handling learning areas with available
LMs and TGs provided by the Department shall not be required to prepare a DLP.
Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL). Furthermore,
newly-hired teachers without professional teaching experience shall be required to
prepare a daily DLP for a year.

As a future graduating education student, once you are in the service which do you
think will you prepare, a DLP or a DLL? Yes, absolutely. You are going to prepare a DLP
since you will be considered as a newly-hired teacher without professional teaching
experience.

Thus, for this lesson you will learn more about lesson planning as part of the whole
instructional learning process. It is a part but can be considered as the brain since well-
prepared and well-planned lessons are fundamental in ensuring the delivery of quality
teaching and learning in schools.
CONCEPT NOTES PRESENTATION

The teaching/ learning activity can be considered as a process (Dick and Carey,
2008 as cited by Cofrancesco, 2011), called the instructional process, which starts with
the definition of what the learners should know and finishes with the evaluation of what
the learners actually know. Basically the teacher has to decide what to teach, and how to
teach, i.e. the teacher has to choose the content/ skills and methods of her/ his teaching
activity.

The instructional process consists of several different steps. According to Airasian

(1994), these steps are:
1) planning instruction; 2) delivery of instruction; and 3) assessment of learning. This means
that teaching begins even before a teacher steps in front of a class and begins a lesson.
This also means that teachers are expected to be able to organize and develop a plan for
teaching, implement that plan, and measure how effectively they implemented a plan.

As you can see in the figure below, the steps in the instructional process go hand
in hand with the elements of a lesson plan.
Elements of a Lesson Plan

What should be How How should

taught? should it learning be
be assessed?
taught?

Delivery of
Instruction

Instructional Process

To reiterate what was mentioned in the previous lesson, “A lesson plan serves as a
teacher’s “roadmap” for a particular lesson. It is a guide for instruction and contains
details of what a teacher and learners will do in order to tackle a particular topic.”
 Learner-Centered Instruction

The DLP template provided by the Department of Education will serve as our guide
in the instructional process of a learner-centered approach. The DLP has several parts,
which are:

1) Objectives This part includes objectives related to content knowledge and

competencies. According to Airasian (1994), lesson objectives
describe the “kinds of content knowledge and processes teachers
hope their students will learn from instruction (p.48).” The lesson
objectives describe the behavior or performance teachers want
learners to exhibit in order to consider them competent. The
objectives state what the teacher intends to teach and serve as a
guide for instruction and assessment. It should be aligned with
curriculum standards.

The content standards refer to the learning area-based facts,

concepts, and procedures that
students need to learn, while the competencies pertain to the
knowledge, skills, and attitudes that students need to demonstrate
in a lesson.
2) Content The topic or subject matter pertains to the particular content that the
lesson focuses on.
3) Learning Resources This is a list of resources that a teacher uses to deliver the lesson.
These include the references used and the other resources needed
for the different lesson activities. As stated above, the references a
teacher may use include the TG, LM, textbook, and resources found in
the LRMDS
portal used for the lesson. The other resources include those
described in the DLL above.
4) Procedures
a) Introductory This part introduces the lesson content. Although at times optional,
Activity 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.
b) Activity 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.
c) Analysis 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.
d) Abstraction 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.
e) Application This part is structured to ensure the commitment of the learners to do
something to apply their new
learning in their own environment.
f) Assessment Integrated into a DLP are assessment methods used by the teacher
to regularly check understanding of the material being tackled.
Formative assessment of student learning may be done before,
during, and after a lesson and should be carried out to measure
attainment of the lesson objectives.
 This part is for the Teacher to: a) Assess whether learning
objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have
been met. Teachers may use any from the 4 methods:
a) Observation
Formal and informal observation of learner’s performance or
behaviors are recorded based on assessment criteria
b) Talking to Learners/ Conferencing
Teachers Talk to and Questions learners about their learning to gain
insights on their understanding and to progress and to clarify their
learning
c)Analysis of Learner’s Products
Teachers judge the quality of products produced by learners
according to agreed criteria
d) Tests
Teachers set tests or quizzes to determine learner’s ability to
demonstrate mastery of a skill or knowledge of content
5) Assignment The assignment should be related to the day’s lesson. The
assignment should allow learners to master what was learned during
the lesson or reinforce what has been taught. Teachers must check
assignments promptly.

The giving of assignments is optional and should follow the provisions

of DepEd Memorandum No.
329, s. 2010 entitled Guidelines on Giving Homework or Assignments
to All Public Elementary School Pupils. Giving of assignments shall
also be optional in all other grade levels.
6) Remarks This is the part of the DLP in which teachers shall document specific
instances that result in continuation of lessons to the following day in
case of reteaching, insufficient time, transfer of
lessons to the following day as a result of class suspension, etc.
7) Reflection This part of the DLP should be filled-out right after delivery of the
lesson. Teachers are encouraged to think about their lessons
particularly the parts that went well and the parts that were weak
and write about it briefly. In the reflection, teachers can share their
thoughts and feelings about their lessons including things about the
lesson that were successfully implemented, need improvement, or
could be adjusted in the future. As in the DLP, teachers can also talk
about their
learners who did well in the lesson and those who need help.

Teacher-Centered Instruction

In teacher-centered instruction, students put all of their focus on the teacher. The
teacher talks and the students exclusively listen. A typical Presentation-Practice-
Production (PPP) lesson tends to be teacher-centered, as the teacher leads the activity
and provides necessary information. It consist of four main stages: 1) Warm-up; 2)
Presentation; 3) Practice; and 4) Production. This teaching framework is a model to
describe the typical stages of language teaching lesson.

To find out more about teacher-centered

instruction, click this link:
https://englishpost.org/characteristics-teacher-
centered-instruction/