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1. SYSTEM OF LEARNING
PLAN PREPARATION
Retooling of OCI Coordinators on:
School Year 2022-2023

2. OUR SCENARIO: DICES FLEX 3.0
■ Transitioning from Distance Learning Modality (Online or Modular) to Onsite or F2F
Learning
■ Progressive face-to-face learning modality with the goal of observing the regular class
schedule of 4-5 hours face-to-face classes and asynchronous/ independent learning
activities; 4 days a week observing a 1-day strategic rest.
■ Lectures, discussions, and activities are conducted face to face to encourage a more
engaging and effective learning process. It allows instant feedback and clarification
during their scheduled class hours.
■ Instructional videos, slide presentations, and other curriculum materials in digital form
may be utilized in delivering the lesson.
■ Onsite learners may be provided with the printed modules as one of the academic
materials on top of the prescribed book for every subject.
■ Onsite learners may accomplish their formative learning activities through paper and
pen activities or online through the LMS.

5. Purpose
■ Lesson planning is a significant element of teaching –learning system.
It is a step by step guide that provides a structure for an essential
learning.
■ Before planning a lesson, it is essential to classify the learning
outcomes for the class. It is important because it helps the teacher in
maintaining a standard teaching pattern and does not let the class
deviate from the topic.
■ A lesson plan provides a general outline of teaching goals, learning
objectives, and means to accomplish them, and by no means
exhausted.
■ A productive lesson is one in which everything goes exactly as planned,
but one in which both students and instructor learn from each other.

9. STEPS FOR PREPARING A
LEARNING PLAN

13. 1. Identify the Learning Objectives
COMPETENCY
vs.
OBJECTIVE

14. LEARNING COMPETENCIES
■ Learning competencies are main ideas or skills you
expect students to master. These are skill
standards that specify the level of KSA required for
success as well as potential measurement criteria
for assessing competency attainment.

15. LEARNING OBJECTIVES
■ Learning objectives describe what the learners
should be able to achieve at the end of the learning
period.
■ Learning objectives should be specific, measurable
statements and written in behavioral terms (KSA)

16. LEARNING OBJECTIVES
■Knowledge - Cognitive
■Skills - Psychomotor
■Attitude - Affective

18. Identify the Learning Objectives
Characteristics:
 Clearly stated task-describe specific and achievable tasks( such as “describe “, “
analyze “ or evaluate )
 Important Learning goals - describe the essential learning in which a student must
achieve.
 Achievable - can be achieved within the given period and sufficient resources are
available.
 Demonstrable and measurable - can be demonstrated in a tangible way, achievement
and quality of achievement can be observed.
 Fair and equitable – all students have a fair chance of achieving them.
 Linked to course and program objectives - consider the broader goals.

19. ANONG MALI?
MELC: Nasasagot ang mga tanong sa binasa/napakinggang
talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3,
F5PB-Iif-3.3)
MGA LAYUNIN:
1. Nasasagot ang mga katanungan sa nabasang journal o
talaarawan.
2. Nakasusulat ng sariling talaarawan o journal.
3. Naibabahagi sa iba ang mabubuting gawain at karanasan
sa pamamagitan ng talaarawan.

20. ITO ANG WASTO
MELC: Nasasagot ang mga tanong sa binasa/napakinggang
talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB-
Iif-3.3)
MGA LAYUNIN:
1. Nakikilala ang mga bahagi at layunin ng talaarawan, journal o
anekdota. (K)
2. Naipapaliwanag ang mga detalye mula sa binasang
talaarawan, journal o anekdota. (S)
3. Naipapahayag ang kahalagahan ng pagbibigay ng tamang
sagot sa katanungan mula sa nabasang talaarawan, journal o
anekdota. (A)

21. Plan to ASSESS student understanding
■ Assessments provide opportunities for students to demonstrate and
practice the knowledge and skills articulated in the learning
objectives.
■ Planning for assessment allows finding out whether the students are
learning.

22. Plan to ASSESS student understanding
It involves making decisions about:
•The number and type of assessment task that will best enable students to
demonstrate learning objectives for the lesson(Formative/Summative)
•The criteria and standards that will be used to make assessment
judgements(Rubrics)•Student roles in the assessment process (Self-
assessment / Peer assessment)
•The weighting of individual assessment task and the method by which
individual task judgements will be combined into a final grade.
•The provision of feedback (giving feedback to students on how to improve
their learning, as well as giving feedback to instructors how to refine the
teaching)

23. Plan the specific learning activities
■ When planning learning activities consider the type of activities
students will need to engage in, in order to develop the skills and
knowledge required to demonstrate effective learning.
■ Activities should be directly related to the learning objectives and
provide experiences that will enable students to engage in, practice,
and gain feedback on specific progress towards the objectives.

24. Questions to think about as you design the
learning activities:
■ What will I do to explain the topic?
■ What will I do to illustrate the topic in a different way?
■ How can I engage students in the topic?
■ What are the some relevant real-lie examples, analogies, or
situation that can help students understand the topic?
■ What will students need to do to help them understand the
topic better?

25. Learning activity in the lesson must be aligned to the lesson’s
learning objectives. Meaningfully engage students in active,
constructive, authentic and collaborative ways. It is useful
when students are able to take what they have learned from
engaging with the activity and use it in another context in
real-life situations.

26. ANONG MALI?
MELC: Nailalahad ang mga pangunahing paksa at ideya
batay sa napakinggang usapan ng mga tauhan (F10PN-Iia-b-
71)
MGA LAYUNIN:
1. Nakikilala ang mga pangunahin at pantulong na
kaisipang nakasaad sa binasa.
2. Naipaliliwanag nang maayos ang pansariling kaisipan,
pananaw, opinyon kaugnay sa akda.
3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol
sa napiling pangunahing paksa.

27. Plan to sequence the lesson in an engaging and
meaningful manner.

28. Create a realistic timeline
List at least 2 or 3 key concepts, ideas, or skills you want students to
learn in the lesson. List of prioritized learning objectives will help make
decisions on the spot and adjust the lesson plan as needed.

29. Strategies for creating a realistic time:
■ Estimate how much time each of the activities will take, then plan some
extra time for each
■ When you prepare your lesson plan, next to each activity indicate how
much time you expect it will take.
■ Plan a few minutes at the end of class to answer any remaining
questions ant to sum up key points
■ Plan an extra activity or discuss question in case you have time left
■ Be flexible-be ready to adjust lesson plan to students’ needs and focus
on what seems to be more productive rather than sticking to your
original plan.

30. Plan for a lesson closure
Provides an opportunity to solidify student learning. It is useful for both teachers and
students.
• Check for student understanding and inform subsequent instruction
• Emphasize key information
• Tie up loose ends
• Correct students’ misunderstanding
• Preview upcoming topics
Ways in putting a closure to the lesson:
•State the main points yourself (“Today we talked about... “)
•Ask students to help summarize the lesson
•Ask all students to write downa piece of paper what they think were the main
points of the lesson.

31. Letting the students know what they will be learning and
doing in class will help keep them more engaged and on
track. Providing a meaningful organization of the class time
can help students not only remember better, but also follow
the presentation and understand the rationale behind the
planned learning activities.

32. Functions of OCI Coordinators
■ Review and check the following curriculum materials in view of their alignment to
DICES PVMCV such as:
a. DICES Curriculum Maps
b. Scope and Sequence Charts*
c. Learning Activity Sheets
d. Modules
e. Learning Plans
f. Alignment of curriculum materials to PVMGCV
■ Guide teachers in designing lessons and activities that employ effective teaching
strategies to promote 21st century learning (PPST)

33. Competencies
AN OCI COORDINATOR…
■ Updates oneself through seminars and trainings for curriculum development.
■ Applies learned skills in enriching the curriculum
- Unpacking and enriching DepEd/ DICES Curriculum Guides/Map
- Checking the alignment of CS, EU, PS, PT, FS, TG, and LCs, and their
alignment in the PVMGCV
- Checking of learning plans and giving recommendations
- Reviewing and revisiting learning modules.
■ Aligns the curriculum materials with the school’s PVMGCV
■ Analyzes the curriculum map
■ Identifies points for improvement through annotations and gives
recommendations to all curriculum materials.

34. Competencies
AN OCI COORDINATOR…
■ Updates one’s self on innovative teaching and classroom management strategies.
■ Applies different teaching techniques to encourage total participation of students
■ Works with colleagues to model and share effective teaching techniques
individually or in group.