This document contains the daily lesson log for a Grade 11 Practical Research class. Over the course of a week, the class will cover different qualitative research designs including narrative research, phenomenology, grounded theory, ethnography, and case studies. Each day focuses on one design through discussion of examples, video presentations, group and individual activities, and quizzes. The teacher reflects on students' understanding and notes strategies for remediation.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
This document contains a daily lesson log for an English class covering a week of lessons. The log outlines the objectives, content, learning resources, procedures, and reflections for the teacher. Over the course of the week, students will learn about literal and figurative language, analyze a short story, practice grammar skills, and reflect on identity. The teacher evaluates student learning and reflects on effective teaching strategies and areas where additional support is needed.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
This document outlines a presentation about developing communicative proficiency in students through task-based instruction and integrated performance assessments (IPAs). It discusses moving from a focus on grammar forms and vocabulary lists to assessing what students can do with the language through interpretive, interpersonal, and presentational modes of communication. The presentation covers how to design IPA-based units, including identifying learning goals, developing formative and summative assessments, and determining necessary grammar and vocabulary. Examples of unit elements like activities, assessments, and rubrics are provided.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
English 7 DLL Quarter 3 Week 1 MELC-BASEDEllaSophia1
This document summarizes a teacher's daily lesson log for an English class of 7th graders. Over the course of a week, the teacher planned to cover topics like literal and figurative language, narrative elements, and determiners. Each day's lesson included objectives, content, learning resources, procedures, and assessments. The teacher reflected on students' progress and challenges, noting that some required additional remedial activities to master the concepts.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
This document contains a daily lesson log for an English class covering a week of lessons. The log outlines the objectives, content, learning resources, procedures, and reflections for the teacher. Over the course of the week, students will learn about literal and figurative language, analyze a short story, practice grammar skills, and reflect on identity. The teacher evaluates student learning and reflects on effective teaching strategies and areas where additional support is needed.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
This document outlines a presentation about developing communicative proficiency in students through task-based instruction and integrated performance assessments (IPAs). It discusses moving from a focus on grammar forms and vocabulary lists to assessing what students can do with the language through interpretive, interpersonal, and presentational modes of communication. The presentation covers how to design IPA-based units, including identifying learning goals, developing formative and summative assessments, and determining necessary grammar and vocabulary. Examples of unit elements like activities, assessments, and rubrics are provided.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
English 7 DLL Quarter 3 Week 1 MELC-BASEDEllaSophia1
This document summarizes a teacher's daily lesson log for an English class of 7th graders. Over the course of a week, the teacher planned to cover topics like literal and figurative language, narrative elements, and determiners. Each day's lesson included objectives, content, learning resources, procedures, and assessments. The teacher reflected on students' progress and challenges, noting that some required additional remedial activities to master the concepts.
CASE STUDY RESEARCH: DEVELOPMENTAL RESEARCH Erin Qing
1) A case study is an intensive analysis of an individual unit such as a person, group, or event that examines developmental factors in relation to context.
2) The study analyzed changes in Indonesian junior high school students' English learning motivation through questionnaires, interviews with a select group of students, and classroom observations.
3) Results found students' attitudes towards the long-term benefits of English were stable, but attitudes toward learning situations declined, with criticism of teaching methods.
The document outlines Jennifer Simyunn's lesson log for her English 10 class over 4 sessions from Monday to Friday. The log details the learning objectives, content, resources and procedures for each session. Session 1 involves analyzing images and comparing songs. Session 2 focuses on evaluating a range of texts using criteria. Session 3 has students evaluate texts and make judgements. Session 4 asks students to critique a story. The log also includes reflections on student performance and challenges encountered by the teacher.
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
R7035 phenomenon powerpoint_downs_d mod 8Daniel Downs
This document outlines a proposed phenomenological study to understand the experiences of high school students participating in collaborative project-based learning with technology. The study would involve interviewing and observing 20-25 students at Winchester High School who are taking a technology class using a project-based curriculum. The researcher aims to identify central themes in the students' experiences working collaboratively on long-term projects using technology. Data collection would include interviews, focus groups, observations of group work, and analysis of students' final projects. The researcher acknowledges their role as a teacher could influence data analysis and aims to bracket their experiences to interpret the students' experiences objectively.
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week includes essay writing, analyzing a journal entry, and outlining an essay. The procedures provide step-by-step instructions for classroom activities and homework assignments designed to meet the objectives. At the end, the teacher reflects on student progress and identifies areas where additional support is needed.
This document outlines the lesson plan for an 8th grade English class taught by Teacher Jzaninna Sol Bagtas. The lesson will take place from September 25-29, 2023 and cover topics like intellectual property rights, composing informative essays using citations, and using modal verbs to show likelihood and possibility. The lesson plan details the objectives, content, learning resources, procedures, activities and assessment for the class. It provides an itinerary of activities to introduce concepts, practice skills, discuss real-world applications, evaluate learning, and identify students who may need additional support. The teacher will assess student understanding through tasks like writing an informative essay using citations and performing a dialogue about COVID-19.
This document provides an overview of the Research Project Initiation course at the Technological University of Pereira in Colombia. The course focuses on helping students continue developing their research projects, with an emphasis on methods for collecting qualitative data in EFL/ESL settings. Students will learn about designing instruments, sampling, data analysis, and presenting final reports. They will also develop skills in conducting observations, interviews, and keeping research journals. Throughout the semester, students will work with advisors to further develop the methodology, findings, discussion, and conclusion sections of their thesis. The course aims to equip students with the necessary tools and competencies to conduct research in the Colombian EFL context.
This document contains a daily lesson log for a grade 12 Practical Research class. Over four sessions, the teacher's objectives were for students to select a research topic in their area of interest, formulate a clear research problem statement, and describe justifications for their chosen topic. Sessions involved discussing research topics, writing potential titles and unique products for research, and presenting their proposed topics and justifications. The goal was for students to leave able to discuss research areas and present a proposed research title with reasons for their selected topic.
The document summarizes and critiques two research papers on the use of multimedia in the classroom. The first paper examines how visual elements in news videos influence second language comprehension and finds that images can distract or aid comprehension depending on the learner. The second paper tests if concurrent or successive presentation of visuals and text leads to better understanding, finding contiguity helps for some but not all learners. Both papers contribute to theories of how individual differences affect multimedia learning.
This document provides a daily lesson log for an English class at Aplaya National High School. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The objectives are related to Philippine literature during the Period of Apprenticeship, listening and viewing strategies, literal and figurative language, extracting information from sources, oral communication cues, and sentence structure. The content focuses on the short story "The Mats" by Francisco Arcellana. Learning resources include textbooks, worksheets, and pictures. Procedures include activities like reviewing vocabulary, discussing the story, identifying similes, constructing a family tree, researching burial customs, and identifying primary sources. Formative assessments are built into the
This document defines a case study as an in-depth investigation of a bounded system to provide an understanding of that system. It examines contemporary phenomena in context using multiple data sources like interviews and observations over time. Case studies can be descriptive, interpretive, or aimed at evaluating existing theories. They provide rich descriptions of events and blend description with analysis. The document outlines the key components of designing and conducting a case study research project. It provides examples of classical and current case studies related to second language acquisition and language teaching.
This document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, learning resources, and procedures for a week of lessons focused on identifying an inquiry and stating the research problem. The objectives include describing justifications for research, presenting research ideas and objectives, stating research questions, and writing a statement of the problem. Content covered includes significance of research, research objectives, research questions, and writing the statement of the problem. Learning activities include group discussions, modeling, and providing feedback to help students develop their research topics and questions. The log does not provide outcomes such as the number of students who achieved objectives or required remediation.
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
This document outlines a research subproject on narrative inquiry in English teaching and learning. The subproject aims to collect narratives through life stories, autobiographies, and experiences of English teaching and learning. It will use methods like interviews, observations, and storytelling to gather data from multiple sources. The pre-service teachers conducting the research will analyze data thematically and develop an understanding of English language contexts. The subproject intends to contribute to the larger research goals at the LLEI and benefit the professional development of participating pre-service teachers.
This document outlines a research subproject on narrative inquiry in English teaching and learning. The subproject aims to collect narratives through life stories, autobiographies, and experiences of English teaching and learning. It will use methods like interviews, observations, and storytelling to gather data from multiple sources. The pre-service teachers conducting the research will analyze data thematically and develop an understanding of English language contexts. The subproject intends to contribute to the larger research goals at the LLEI and benefit the professional development of participating pre-service teachers.
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
A Program Based On English Digital Stories To Develop The Writing Performance...Dustin Pytko
This study aimed to investigate the effect of a program based on English digital stories on the writing performance and reflective thinking of Egyptian preparatory school students. Sixty-two second-year students participated and were divided into an experimental and control group. Both groups were tested on writing performance and reflective thinking before and after the experimental group created and presented individual digital stories over three months while the control group received regular instruction. Post-testing found a statistically significant difference in writing performance between the groups, but no difference in reflective thinking, indicating that digital stories improved writing but not reflective thinking. The study recommended using digital stories to teach writing and encouraging student use of technology, participation, and interest-based activities.
This document summarizes a lesson plan for a 12th grade Practical Research 2 class. The lesson focuses on research scope and delimitation, problem statements, and conceptual frameworks. Key activities include dividing students into groups to identify the scope and delimitation of sample research topics, writing problem statements based on provided research articles, and developing conceptual frameworks and presentations for assigned research questions. The teacher evaluates student understanding through essay questions and notes that additional remedial activities may be needed for students scoring below 80%.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CASE STUDY RESEARCH: DEVELOPMENTAL RESEARCH Erin Qing
1) A case study is an intensive analysis of an individual unit such as a person, group, or event that examines developmental factors in relation to context.
2) The study analyzed changes in Indonesian junior high school students' English learning motivation through questionnaires, interviews with a select group of students, and classroom observations.
3) Results found students' attitudes towards the long-term benefits of English were stable, but attitudes toward learning situations declined, with criticism of teaching methods.
The document outlines Jennifer Simyunn's lesson log for her English 10 class over 4 sessions from Monday to Friday. The log details the learning objectives, content, resources and procedures for each session. Session 1 involves analyzing images and comparing songs. Session 2 focuses on evaluating a range of texts using criteria. Session 3 has students evaluate texts and make judgements. Session 4 asks students to critique a story. The log also includes reflections on student performance and challenges encountered by the teacher.
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
R7035 phenomenon powerpoint_downs_d mod 8Daniel Downs
This document outlines a proposed phenomenological study to understand the experiences of high school students participating in collaborative project-based learning with technology. The study would involve interviewing and observing 20-25 students at Winchester High School who are taking a technology class using a project-based curriculum. The researcher aims to identify central themes in the students' experiences working collaboratively on long-term projects using technology. Data collection would include interviews, focus groups, observations of group work, and analysis of students' final projects. The researcher acknowledges their role as a teacher could influence data analysis and aims to bracket their experiences to interpret the students' experiences objectively.
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week includes essay writing, analyzing a journal entry, and outlining an essay. The procedures provide step-by-step instructions for classroom activities and homework assignments designed to meet the objectives. At the end, the teacher reflects on student progress and identifies areas where additional support is needed.
This document outlines the lesson plan for an 8th grade English class taught by Teacher Jzaninna Sol Bagtas. The lesson will take place from September 25-29, 2023 and cover topics like intellectual property rights, composing informative essays using citations, and using modal verbs to show likelihood and possibility. The lesson plan details the objectives, content, learning resources, procedures, activities and assessment for the class. It provides an itinerary of activities to introduce concepts, practice skills, discuss real-world applications, evaluate learning, and identify students who may need additional support. The teacher will assess student understanding through tasks like writing an informative essay using citations and performing a dialogue about COVID-19.
This document provides an overview of the Research Project Initiation course at the Technological University of Pereira in Colombia. The course focuses on helping students continue developing their research projects, with an emphasis on methods for collecting qualitative data in EFL/ESL settings. Students will learn about designing instruments, sampling, data analysis, and presenting final reports. They will also develop skills in conducting observations, interviews, and keeping research journals. Throughout the semester, students will work with advisors to further develop the methodology, findings, discussion, and conclusion sections of their thesis. The course aims to equip students with the necessary tools and competencies to conduct research in the Colombian EFL context.
This document contains a daily lesson log for a grade 12 Practical Research class. Over four sessions, the teacher's objectives were for students to select a research topic in their area of interest, formulate a clear research problem statement, and describe justifications for their chosen topic. Sessions involved discussing research topics, writing potential titles and unique products for research, and presenting their proposed topics and justifications. The goal was for students to leave able to discuss research areas and present a proposed research title with reasons for their selected topic.
The document summarizes and critiques two research papers on the use of multimedia in the classroom. The first paper examines how visual elements in news videos influence second language comprehension and finds that images can distract or aid comprehension depending on the learner. The second paper tests if concurrent or successive presentation of visuals and text leads to better understanding, finding contiguity helps for some but not all learners. Both papers contribute to theories of how individual differences affect multimedia learning.
This document provides a daily lesson log for an English class at Aplaya National High School. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The objectives are related to Philippine literature during the Period of Apprenticeship, listening and viewing strategies, literal and figurative language, extracting information from sources, oral communication cues, and sentence structure. The content focuses on the short story "The Mats" by Francisco Arcellana. Learning resources include textbooks, worksheets, and pictures. Procedures include activities like reviewing vocabulary, discussing the story, identifying similes, constructing a family tree, researching burial customs, and identifying primary sources. Formative assessments are built into the
This document defines a case study as an in-depth investigation of a bounded system to provide an understanding of that system. It examines contemporary phenomena in context using multiple data sources like interviews and observations over time. Case studies can be descriptive, interpretive, or aimed at evaluating existing theories. They provide rich descriptions of events and blend description with analysis. The document outlines the key components of designing and conducting a case study research project. It provides examples of classical and current case studies related to second language acquisition and language teaching.
This document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, learning resources, and procedures for a week of lessons focused on identifying an inquiry and stating the research problem. The objectives include describing justifications for research, presenting research ideas and objectives, stating research questions, and writing a statement of the problem. Content covered includes significance of research, research objectives, research questions, and writing the statement of the problem. Learning activities include group discussions, modeling, and providing feedback to help students develop their research topics and questions. The log does not provide outcomes such as the number of students who achieved objectives or required remediation.
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
This document outlines a research subproject on narrative inquiry in English teaching and learning. The subproject aims to collect narratives through life stories, autobiographies, and experiences of English teaching and learning. It will use methods like interviews, observations, and storytelling to gather data from multiple sources. The pre-service teachers conducting the research will analyze data thematically and develop an understanding of English language contexts. The subproject intends to contribute to the larger research goals at the LLEI and benefit the professional development of participating pre-service teachers.
This document outlines a research subproject on narrative inquiry in English teaching and learning. The subproject aims to collect narratives through life stories, autobiographies, and experiences of English teaching and learning. It will use methods like interviews, observations, and storytelling to gather data from multiple sources. The pre-service teachers conducting the research will analyze data thematically and develop an understanding of English language contexts. The subproject intends to contribute to the larger research goals at the LLEI and benefit the professional development of participating pre-service teachers.
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
A Program Based On English Digital Stories To Develop The Writing Performance...Dustin Pytko
This study aimed to investigate the effect of a program based on English digital stories on the writing performance and reflective thinking of Egyptian preparatory school students. Sixty-two second-year students participated and were divided into an experimental and control group. Both groups were tested on writing performance and reflective thinking before and after the experimental group created and presented individual digital stories over three months while the control group received regular instruction. Post-testing found a statistically significant difference in writing performance between the groups, but no difference in reflective thinking, indicating that digital stories improved writing but not reflective thinking. The study recommended using digital stories to teach writing and encouraging student use of technology, participation, and interest-based activities.
This document summarizes a lesson plan for a 12th grade Practical Research 2 class. The lesson focuses on research scope and delimitation, problem statements, and conceptual frameworks. Key activities include dividing students into groups to identify the scope and delimitation of sample research topics, writing problem statements based on provided research articles, and developing conceptual frameworks and presentations for assigned research questions. The teacher evaluates student understanding through essay questions and notes that additional remedial activities may be needed for students scoring below 80%.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. Grades 11
DAILY LESSON LOG
School SAN ISIDRO NATIONAL HIGH
SCHOOL
Grade Level Grade 11
Teacher DENMARK A. PLAZA Learning Area PRACTICAL RESEARCH 1
Teaching Dates and Time JUNE 5-9, 2023 / 3:00-4:00pm Quarter FOURTH
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate understanding of qualitative research designs.
B. Performance Standards The learner is able to describe qualitative research designs, sample, and data collection and
analysis procedures.
C. Learning Competencies/ Objectives
Write the LC code for each
chooses
appropriate
qualitative
research design.
(Narrative
Research)
(CS_RS11IVa-c-
1)
chooses
appropriate
qualitative research
design.
(Phenomenology)
(CS_RS11IVa-c-1)
chooses appropriate
qualitative research
design. (Grounded
Theory)
(CS_RS11IVa-c-1)
chooses
appropriate
qualitative research
design.
(Ethnography)
(CS_RS11IVa-c-1)
chooses appropriate
qualitative research
design. (Case
Study)
(CS_RS11IVa-c-1)
II. CONTENT
Qualitative
research designs
Qualitative research
designs
Qualitative research
designs
Qualitative research
designs
Qualitative research
designs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Practical research 1
SLM’S 21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources (video presentations
and tutorials)
(video presentations
and tutorials)
(video presentations and
tutorials)
(video presentations
and tutorials)
(video presentations
and tutorials)
2. IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The teacher provides
constructive questions
that will elicit the learner’s
prior knowledge about
qualitative research.
Teacher will discuss the
progress of qualitative
research and the various
design that been
introduced in the field.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about
Phenomenology.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about the
grounded theory approach.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about
Ethnography as one of the
qualitative research
designs.
The teacher will show an
image related to a case
study design and then ask
leaner’s a constructive
question about the case
study approach.
B. Establishing a purpose for the
lesson
The teacher will give the
information relevant to the
Narrative Research as
one of the qualitative
research designs.
The teacher will give the
information relevant to the
Phenomenology as one of
the qualitative research
designs.
The teacher will show how a
grounded theory approach is
done in the field of qualitative
research.
The teacher will present
how an Ethnography design
is done in the field of
qualitative research.
The teacher will present the
basis on using a case study
approach in a certain
qualitative research
approach.
C. Presenting examples/instances of
the new lesson
Narrative Research is a
study deals with any
inquiry in humanities.
Example study: A
Narrative Research
Approach: The
experiences of social
media support in higher
education.
(Elci and Devran, 2014)
The teacher will discuss the
different purposes of the
Phenomenology qualitative
research design.
Example study:
demystifying the causes of
poor engagement in oral
communication among
grade 11 students.
Teacher discussion:
The grounded theory is a
study that stems from the
inquiry of sociology. The
researcher asks the views of
individuals (participants).
Teacher discussion:
Ethnography is a study
comes from the inquiry of
anthropology and sociology.
Example study:
Ethnographic research
among drinking youth
cultures: reflections from
observing participants.
Teacher Discussion:
The researcher establishes
“an in-depth case analysis of
a case”.
Example study:
Managing school behavior:
A qualitative case study
(Dodge,2011)
D. Discussing new concepts and
practicing new skills #1
The teacher will
emphasized that the
researcher in a narrative
research approach retells
the story in the discussion
of his paper with a
combination of his own
life’s accounts.
The teacher will divide the
class into two and will
conduct an investigative
debate about the
Phenomenology usage as
one of the designs in a
qualitative research.
The teacher will conduct a
group activity (group
reporting) that will let the
students discuss the ways on
how to conduct a grounded
theory approach in the field of
qualitative research.
The teacher will discuss the
important things to consider
in conducting an
Ethnographic research
design.
The teacher will discuss the
important things to consider
in conducting a case study
research design.
E. Discussing new concepts and
practicing new skills #2
The teacher will be
emphasized that the
narrative research design
is approximately used
when a researcher’s
purpose seeks to
understand human
experiences through
The teacher will have a
video presentation about
how to make a
phenomenology design of a
qualitative research.
The teacher will provide a
short video presentation
about the grounded theory
approach.
The teacher will provide a
3-minute video presentation
about an Ethnographic
research design.
The teacher will present a
two-minute video
presentation about a case
study research design.
3. narration or telling a life
story.
F. Developing mastery (leads to
Formative Assessment 3)
The teacher will design an
activity (by pair) from
which the learners will
design a brief narrative
research about the effects
of playing online games
on the students’ academic
performances.
The teacher will give an
example of qualitative
research with a
phenomenological design
and let the students
examine its parts and
mechanics.
The teacher will conduct
individual oral recitation about
the grounded theory design in
a qualitative research.
The teacher will give
example of an Ethnographic
research design on each of
the students and then the
students will sooner discuss
what is the research all
about.
The teacher will show some
examples of a qualitative
research design using a
case study approach.
G. Finding practical applications of
concepts and skills in daily living
For the individual outputs
of the learners, they will
be going to search at
least two samples of
qualitative research with a
narrative research design.
The learners will have to
make a phenomenological
research design. (by pair)
With the knowledge about the
grounded theory the students
will make their own brief
example of a grounded theory
research design.
The class will have a group
debate about the
advantages and
disadvantages of an
Ethnographic design in a
qualitative research.
The students will conduct an
actual case study about a
certain topic given by the
teacher. Students need to
finish the activity within 10
minutes.
H. Making generalizations and
abstractions about the lesson
The students will write a
short reflection about a
narrative research design.
The students will write a
two-paragraph short
reflection about the
phenomenological research
design
The students will explain their
example outputs of a
grounded theory research
design.
Students will write a two-
paragraph short reflection
about the Ethnographical
design in a qualitative
research.
Students will write a two-
paragraph short reflection
about a case study design in
a qualitative research.
I. Evaluating learning The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a 15-
item quiz (Multiple Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
J. Additional activities for application or
remediation
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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
4. 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?
Prepared by: Checked by:
Denmark A. Plaza Joselito G. Loquinario
Subject teacher School Head