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This lesson plan focuses on preparing learners to develop research topics in their respective fields. Learners will brainstorm possible research topics related to daily life and justify their choice of research area. The plan includes introductory activities to engage learners, providing guidance to develop research topics, and assessing learner outputs to improve research study skills. The goal is for learners to make wise decisions in selecting and conducting their research.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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- 1. LESSON PLAN IN INQUIRIES, INVESTIGATION AND IMMERSION I. OBJECTIVES A. Content Standard The learner prepares a plan and focus on issue and ideas in their respective field B. Performance Standard The learner is able to present issues and ideas in their respective field C. Learning Competency/Objective (Write the LC code for each) The learner focuses on issue and ideas in their respective field II. CONTENT Brainstorming for Research Topics III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Practical Research for Senior High School 2 pages 27-28 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES a. Preparatory Activities 1. Daily Routine a. Prayer Say: Let’s all stand for a prayer. b. Greetings Say/Ask: Everyone may be seated now. Good day everyone! How are you today? c. Checking of Attendance Say: Who is/are absent today? d. Checking of Assignment Say: Let us check first your assignment if there’s any before moving on to the next part of our activity. 2. Priming Activity 1: Brain Check! What are the fields to consider in designing a resarch? B. Lesson Proper 3. Activity The students are asked to prepare a research agenda. 4. Analysis Directions: Allow students to share ideas on the following guide questions: 1. What are the possible research topics related to daily life? 2. How are you going to make a decision on a resaerch topic? 5. Abstraction Directions: Think of an area by which you feel like you want to focus in conducting a quantitative resaerch. Briefly justify your
- 2. decision in choosing the area of interest in conducting a research. 6. Application What topic you need to focus on the following areas? 1. Values Education 2. MAPEH 3. Social Science 4. Earth Science 5. English 6. Filipino Monitors and directs the learner’s work. a. Assessment Based on student’s output. b. Additional activities for application or remediation Keep on improving with your research study. V. Closure A good researcher makes the wisest decision if not at the beginning, be all throughout the process. VI. REMARKS VII.REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. 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 supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?