The document summarizes a teacher's use of research-based knowledge and principles in their lesson plan. It provides three examples from the lesson plan demonstrating this: 1) The lesson plan objectives incorporated skills, knowledge, and attitudes required for the topic based on research. 2) The lesson plan activities utilized the top 9 most effective teaching strategies supported by research to improve learning. 3) The lesson plan assessments included key elements from research on establishing a classroom culture that encourages learning and using various assessment tools to measure student learning.

1. 1
Annotation Template for Teacher I-III (Proficient Teachers)
Objective/s Means of
Verification
(MOV)
Description of the MOV
Presented
Annotations
2. Used
research-based
knowledge
and principles
of teaching
and learning to
enhance
professional
practice
DLP with the
excerpts of
professional
reading articles
from indicated
websites.
The attached MOVs
present the utilized
DLP during Classroom
Observation; MOVs
also show the use of
three components of
instruction such as the
research-based
knowledge on lesson
objectives, activities
and assessments.
On Lesson Objectives
According to Evan, et al., 2020, competency-based learning,
especially in postgraduate education, represents a change from
a mainly time-based model to an outcome-based one which is
concerned with the attainment of individual competencies that
define the knowledge, skills and attitudes required by a
particular specialty. With this, the utilized DLP has incorporated
the attainment of skills, knowledge and attitude from knowing
the basic concepts of disaster up to the highest level of
understanding different perspectives of disasters recently
happening in the community and how students will respond to
the given concepts.
On Activities
Robert Manzano (2017) has listed top 9 teaching strategies in
order of effect size (i.e., actual effect on student achievement):
Comparing, contrasting, classifying, analogies, and metaphors;
Summarizing and note-taking; Reinforcing effort and giving
praise; Homework and practice; Nonlinguistic representation;
Cooperative learning; Setting objectives and providing feedback;
Generating and testing hypotheses; Cues, questions, and
advanced organizers. In this regard, all the top 9 strategies were
used in designing the DLP to achieve better learning.
On Assessment
A Case study from OECD/CERI International Conference
“Learning in the 21st Century: Research, Innovation and Policy”
has stated key elements on assessment. All key elements
mentioned were used in the DLP most especially on the
Establishment of a classroom culture that encourages interaction
and the use of assessmenttools.The DLP has utilized diagnostic,
Formative and Summative Assessment to measure students’
learning.

2. 2
Objective/s Means of
Verification
(MOV)
Description of the MOV
Presented
Annotations