DepEd Guidelines on Lesson Planning - INSTRUCTIONAL PLANNING- Part 2

INSTRUCTIONAL PLANNING- Part 2

Lesson 5: DepEd Guidelines on Lesson Planning

At the end of this module, you should be able:

a. illustrate the guiding principles that serve as backbone/ bases of lesson planning.

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.

DepEd Order No. 42, s. 2016 or Policy 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.

SUBJECT ENGLISH 311 (Teaching English in the Elementary Grades through Language Arts)

FACILITATOR YUVIMIN LUMIDAO

COURSE & YEAR LEVEL BEE III

WEEK NUMBER/S 7-8

INCLUSIVE DATES

Learning Resource/s No/s. 7

TERM: MIDTERM

LEARNING OUTCOMES

LET’S READ & LEARN!

INSTRUCTIONAL PLANNING- Part 2

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In the 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 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 implemented.

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 tackle the particular topic. Essentially, the lesson plan should answer the following questions:

What should be taught?

In planning for daily lessons, the teacher needs to follow the curriculum guide of the target learning area. As such, a deep understanding of 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 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: material is taught in a sequential manner.

This strategy is usually used in teaching facts, rules, or action sequences.

-Indirect instruction: a strategy that directly involves the learners as a more active participant in the classroom rather than a passive one.

-Interactive instruction: uses active learning methods to engage the learners to interact with each other and their teacher.

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-Experiential instruction: involves the learners in the learning experience.

They become part of the learning process rather than simply a recipient of learning, and thus, the teacher puts more emphasis on the process rather than the product.

-Independent studying: the teacher's control of the learning experience is reduced, and the learners are given maximum control 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 titled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education

Program. The guidelines put premium on the use of formative assessment as a tool to help learners identify their strengths and weaknesses. It also helps the teachers 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

This part describes the preliminary activities prior to the actual introduction of the lesson. In this part, the teacher reviews the previous lesson and clarifies

concepts from the previous lesson that may have been unclear to the learners.

After doing so, the teacher introduces the new lesson, and makes a connection between this lesson and the old one in order to establish a purpose. Finally, the teacher states the lesson's objectives before the class.

• The Lesson Proper

The teacher presents the new material to the learners. He/she employs various strategies and methods to convey the new concepts, skills, and competencies to the learners. Likewise, the teacher checks for the learners' understanding and provides them with feedback.

• 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.

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Parts of a Daily Lesson Log (DLL)

I. Objectives: These describe what the teacher intends to attain for the day. These are of course based on the curriculum guide set by the DepEd.

o 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.

II. Content: This describes the subject matter of the lesson

III. Learning Resources: This pertains to the references and other sources of information the teacher will use for the lesson.

IV. Procedures: For the Daily Lesson Log, procedure for delivering the lesson shall be composed of 10 steps:

o Reviewing of previous lesson or presentation pf the lesson o Establishing purpose for the lesson as a form of motivation

o Presentation of examples for content and competencies in order to clarify concepts

o Discussion of new concepts, leading to the first formative assessment activity prior to the deepening of the lesson

o Development of the concept to deepen learners understanding, leading toward the second formative assessment

o Deepen understanding of the learners on the lesson's concepts to lead toward mastery. This is through implementation of group and

collaborative activities.

o Helping learners find practical ways to use the knowledge and skills they have learned in the lesson

o Making generalization and abstractions about the concepts and insights from the lesson

o Evaluation learning to assess whether the lesson objectives were met o Providing additional activities for the application of the lessons learned

or remediation for learners who may have had difficulty with the lesson V. Remarks: This part indicates the special cases, such as continuation of the

lesson or reteaching or rescheduling due to lack of time or suspension of classes.

VI. Reflection: This is where the teacher reflects on what transpired during the lesson:

o How many learners got 80% in the evaluation?

o How many learners need additional activities?

o Did the remediation activities work?

o How many require additional work?

o Which strategies used in the lesson engaged the learners?

o What are the difficulties encountered by the teacher and learner before, during, and after the lesson?

o Which of the practices that is used in this lesson could be shared with my colleagues?

Note: You may read the following template of the Daily Lesson Log for Grade 4 English (retrieved from https://depedtambayan.org/grade-4-dll-4th-quarter-2020/) or get the (soft) copy from me.

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Activity 7

Instructions: You have learned that lesson planning is a vital part of the life of an educator. This is the very reason why DepEd provided guidelines that should be followed by teachers in making their lesson plans. Using a concept map, illustrate the guiding principles that serve as the backbone or bases in lesson planning. (50 points)

SUBJECT ENGLISH 311 (Teaching English in the Elementary Grade through Language Arts)

FACILITATOR YUVIMIN O. LUMIDAO

COURSE & YEAR LEVEL BEE III

WEEK NUMBER/S 7-8

INCLUSIVE DATES

Learning Resource/s No/s. 7

TERM: MIDTERM

LET’S APPLY!

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Rubric for Activity 7

CRITERIA POINTS SCORE

I. CONTENT:

The figure/ illustration shows evidence of reflection and analysis of the topic. The concept map clearly shows/

illustrates the underlying principles that serve as guide to teachers in their lesson planning.

II. ORGANIZATION:

Order and structure of information is well-organized. The reader easily moves through the content without

confusion.

III. Creativity

The illustration shows enthusiastic use of materials and ideas to enhance the presentation

TOTAL 50

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Assessment 5

Instructions: Read the following statements carefully. Right TRUE if the statement is correct, and FALSE if it is incorrect. Write your answer on the space provided before each number. (10 items, 1 point each)

_____1. Since the lesson plan is viewed as the map of teachers in the attainment of lesson objectives, lesson plans should then be wisely planned. (t)

_____2. Ideally, lesson planning ensures that the curriculum guide for the learning area is carefully followed. (t)

_____3. The use of interactive instruction as a teaching strategy entails the emphasis on the process since the learners become part of the learning process instead of being receivers of information or knowledge from teachers. (f)

_____4. In the use of independent learning as a teaching strategy, the teacher has maximum control over the learner and his/her interaction with the learning content. (f)

_____5. In choosing the teaching strategies to use, teachers should ensure that these strategies cater to the cognitive level, learning preferences, multiple intelligences, and special needs of the diverse learners. (t)

_____6. Reviewing and clarification of concepts from the previous lessons is done prior to the introduction of a new topic. (t)

_____7. Effective language teaching includes linking the previous lesson to the new topic in order for the learners to be aware that the lessons are closely connected. (t) _____8. Providing summary of the lesson is observed in the lesson proper, and is strictly

done by the teacher alone. (f)

_____9. The Reflection part of the lesson plan is where the teacher gives the learners the opportunity to reflect what took place during the lesson; thus, learners are given the chance to find out why they obtained high scores or low scores in the

assessment task. (f)

_____10. Content standards pertain to the tasks that learners need to perform based on what they understood about the content. (f)

ASSESS YOURSELF! ACHIEVE THIS!

SUBJECT Teaching English in the Elementary Grades through Language Arts

FACILITATOR YUVIMIN O. LUMIDAO

COURSE & YEAR LEVEL BEE-3

WEEK NUMBER/S 7-8

INCLUSIVE DATES

Learning Resource/s No/s. 7

TERM: MIDTERM

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