DepEd Order No. 42, s.2016

POLICY GUIDELINES

ON DAILY LESSON PREPARATION

FOR THE K TO 12 BASIC EDUCATION PROGRAM

Instructional Planning Process

Rationale

Instructional Planning is essential

to successful teaching and learning.

(Dick & Reiser 1996)

RationaleIP is the process of determining what learningopportunities students will have in school byplanning the content of instruction, selectingteaching materials, designing the learningactivities and grouping methods, and decidingon the pacing and allocation of instructionaltime.

(Virginia Department of Education)

Rationale

According to Airasian (1994), planning is a vitalstep in the instructional process.

Rationale

It helps ensure that the time spent insidethe classroom is maximized for instruction,is responsive to student’s needs, andtherefore communicates expectations ofachievement to students.

(Stronge, 2007)

Rationale

Under the K to 12 Basic EducationProgram, teachers can in fact plan studentlearning for a year, a semester, a quarter, aunit, or a lesson and secure coverage ofthe curriculum.

RationaleArticle IV, Section 2 of the Code of Ethics forProfessional Teachers adopted in 1997 throughBoard Resolution No. 435 by the Board ofProfessional Teachers states that “every teachershall uphold the highest standards of qualityeducation, shall make the best preparations forthe career of teaching, and shall be at his bestat all times in the practice of his profession.

Daily Lesson Log (DLL) is a template teachers useto log parts of their daily lesson. It covers a day’s ora week’s worth of lessons and contains thefollowing parts:

Objectives

Content

Learning Resources

Procedures

Remarks

Reflection

Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains detailed description of the steps a teacher will take to teach a particular topic. A typical DLP contains the following parts:

Objectives Content Learning Resources Procedures Remarks Reflection

The Instructional Process

Three (3) steps: (Airisian, 1994)

1) Planning instruction

2) Delivery of instruction

3) Assessment of learning

Elements of a Lesson Plana) What should be taught?

b) How should it be taught?

c) How should learning be assessed?

What should be taught?In planning daily lessons, Ts need to follow the Curriculum Guide (CG) of the learning area being taught.

Content Standards (Pamantayang Pangnilalaman)

Essential Knowledge/Understanding

(Mahahalagang Konsepto)

Performance Standards (Pamantayan sa Pagganap)

Learning Competencies (Kasanayang Pampagkatuto)

How should it be taught?By utilizing different strategies that help students learn,build student’s understanding and respond to student’sneeds. Strategies that consider student’s varyingcharacteristics including cognitive ability, learning style,readiness level, multiple intelligences, gender,socioeconomic background, ethnicity, culture, physicalability, personality, special needs and the different waysstudents master the content of a particular learningarea. This means that a teacher can prepare a lessonplan but must remain open to the possibility ofadjusting instruction to respond to the needs of thestudents.

How should learning be assessed?Thru DepEd Order No. 8, s. 1015 (Policy Guidelines onClassroom Assessment for the K to 12 Basic EducationProgram), and DepEd Order No. 36, s.2016

Parts of a Lesson PlanA. Before the Lesson.

review the previous lesson/s

clarify concepts from the previous lesson

the learners had difficulty understanding

introduce the new lesson

inform the class of the connection between the old

and new lesson and establish a purpose for the

new lesson

state the new lesson’s objectives as a guide for the

teachers.

Parts of a Lesson PlanB. The Lesson Proper.

Presents the new material to the class

The teacher when the teacher explains, models,demonstrates, & illustrates the concepts, ideas, skills, orprocesses that students will eventually internalize.

The teacher convey new information to the students, helpthem understand and master the new information

Provide students with feedback, and regularly check for theirunderstanding.

It can also be a continuation of a previously introduced topic.

Parts of a Lesson PlanC. After the Lesson.

This can be done through different “wrap-up”activities.

Teachers can be provide a summary of the lesson orask students to summarized what they have learned.

It is meant to reinforce what the teacher has taughtand asses whether or not the students havemastered the day’s lesson.

Daily Lesson Log (DLL) Teachers with at least one (1) year of teaching

experience, including teachers with private schooland higher education institution (HEI) teachingexperience, shall not be required to make DetailedLesson Plan (DLL).

Teachers who have been in the service for at leastone (1) year, handling areas with available LMs andTGs provided by the DepEd shall not be required toprepare a DLP.

Daily Lesson Log (DLL) Instead, they shall be required to fill out a weekly

Daily Lesson Log (DLL).

Teachers are allowed to work together in preparingDLPs and DLLs.

Elements of Daily Lesson Log (DLL)I. Objectives: It state what the teacher intends to

teach as a guide for instruction and assessment.

A. Content Standard refers to the learning area-based facts, concepts, and procedures thatstudents need to learn.

B. Performance Standard refers to thestudent’s performance of tasks based on thecontent that the he/she knew and understood.

Elements of Daily Lesson Log (DLL)I. Objectives: It state what the teacher intends to

teach as a guide for instruction and assessment.

C. Learning Competencies pertain to the knowledge,skills and attitudes (KSA) that students needto demonstrate in a lesson. The competencycodes are logged in this part of the DLL.

Elements of Daily Lesson Log (DLL)II. Content: The topic or subject matter pertain to the

particular content that the lesson focuses on.

III. Learning Resources: References and otherresources that the teacher will use for the lesson. Itincludes the particular pages of the LM, TG, textbookand the additional materials from the LRMDS portal.Those that are teacher-made, authentic, and othersnot included in the references. Can also include thesupplies, equipment, tools and other non-printmaterials.

Elements of Daily Lesson Log (DLL)III. Learning Resources:

A. References

1. Teacher’s Guides (TG) page

2. Learner’s Materials (LM) page

3. Textbook page

4. Additional Materials from Learning Resources

(LRMDS) portal

B. Other Learning Resources

Elements of Daily Lesson Log (DLL)IV. Procedures: contains ten (10) parts including:

A) Reviewing previous lesson/s or presentingnew lesson.

B) Establishing a purpose for the lesson will motivatethe student to learn the new lesson.

C) Presenting examples/instances of the additionalcontent and competencies. This is also where theconcepts are clarified.

Elements of Daily Lesson Log (DLL)IV. Procedures: contains ten (10) parts including:

D) Discussing new concepts leads to the firstformative assessment. If the students haveunderstood the lesson, the teacher proceed todeepening the lesson. If not, then reteach.

E) Continuation of the discussion of new conceptsleading to the second formative assessment thatdeepens the lesson. The teacher can use pair,group, and team work to help students discussthe lesson among themselves.

Elements of Daily Lesson Log (DLL)IV. Procedures:

F) Developing mastery, which leads to the thirdformative assessment can be done through moreindividual activities. The teacher can addactivities as needed until formative assessmentshows that the students are confident in theirknowledge and competencies.

G) Finding practical applications of concepts andskills in daily living which can developappreciation and valuing for students’ learning bybridging the lesson to daily living. This will alsoestablish relevance in the lesson.

Elements of Daily Lesson Log (DLL)IV. Procedures:

H) Making generalizations and abstractions aboutthe lesson will conclude the lesson by askingstudents good (HOTS) questions that will helpthem crystallize their learning.

I) Evaluating learning is a way of assessing thestudents and whether the learning objectiveshave been met.

(COGNITIVE PROCESS DIMENSIONS)Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

COGNITIVE PROCESS DIMENSIONS (BLOOM’S REVISED TAXONOMY)

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

AnalysingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

RememberingRecalling information

Recognising, listing, describing, retrieving, naming, finding

Elements of Daily Lesson Log (DLL)IV. Procedures:

J) Additional activities for application or remediationwill be based on the formative assessments andwill provide students with enrichment or remedialactivities. The teacher should provide extra timefor additional teaching activities to studentsdemonstrating that they have difficulties with thelesson.

Elements of Daily Lesson Log (DLL)

Flexibility is allowed in the delivery of DLLprocedures. Teachers do not need to go through all 10parts in every lesson. Teachers need to ensure that theprocedures of the lesson lead to the achievement of thestated objectives. These ten parts should be doneacross the week.

Elements of Daily Lesson Log (DLL)V. Remarks:

This is part of the DLL in which teachers shallindicate special cases including but not limited tocontinuation of lesson plan to the following day in caseof re-teaching or lack of time, transfer of lesson to thefollowing day in cases of class suspension, etc.

Elements of Daily Lesson Log (DLL)VI. Reflection:

It requires teachers to reflect and assess theireffectiveness. In this part, the teacher should makenotes on the number of students who earned 80% inthe evaluation, the number of students who requireadditional activities for remediation and those whocontinue to require remediation, the effectiveness ofthe remedial lesson, the teaching strategies or methodsthat worked well and why, and the difficulties teachersencountered that their principal or supervisor can helpsolve.

VI. Reflection:

A. No. of learners who earned 80% in the summative evaluation

B. No. of learners who require additional activities by remediation

C. Did the remedial lessons worked? No. of learners who have caught up with the lessons

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 superior can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Gawin Natin

Activate Motivation

Inform the learners of the objectives

Direct attention

Stimulate recall

Provide learned guidance

Enhance retention

Promote transfer of learning

Elicit the performance and provide feedback

Pagganyak

Pokus/MahalagangTanong

Pangganyak naTanong

Gawin NinyoGawin Mo

Pagsasapuso

Pagtataya

Hierarchical Learning

(Robert Gagne)

365/10/2017

I am a teacher.

I write lesson plans.

I deliver engaging lessons.

I do what it takes to ensure student success.

I do these because they are my children too.

CRISTINA S. CHIOCO

Education Program Specialist II

Curriculum Implementation Division

SDO – Nueva Ecija