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LAC Presentation-lesson planning-DLL-DLP.pptx
- 2. Preparation of Daily LessonPlan and Daily Lesson Log
- 3. •According to Airasian (1994),PLANNING is a vital step in the instructional process.
- 4. •Article IV, Section2 of the Code of Ethics for Professional Teachers adopted in 1997 through Board Resolution No. 435 by the Board of Professional Teachers states that “every teacher shall uphold the highest standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times in the practice of his profession.
- 5. Teachers are required towrite the description of the steps in teaching a particular topic/lesson. It is being done DAILY. Teachers use logs or note in every part of the Lesson Plan. It is being done DAILY or WEEKLY. DAILY LESSON PLAN (DLP) DAILY LESSON LOG (DLL)
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- 7. 1. Increases ateacher’s chances of carrying out a lesson successfully. It is also allows teachers to be more confident before starting a lesson.
- 8. 2. Inculcates reflective practiceas it allows teachers to think about their teaching.
- 9. 3. Helps teachersto master learning area content.
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- 11. 1. What shouldbe taught? 2. How should it be taught? 3. How should learning be assessed?
- 12. PARTS OF DAILYLESSON PLAN I. Objectives II. Content III. Procedures IV. Assessment V. Assignment PARTS OF DAILY LESSON LOG I. Objectives II. Content III. Learning Resources IV. Procedures V. Remarks VI. Reflection
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- 14. 1. OBJECTIVES •This partof the DLL includes related content knowledge and competencies. •All objectives can be found in the Teachers’ Guide and Curriculum Guide.
- 15. 1.1 and 1.2.Content Standard and Performance Standard • Refer to the learning area-based facts, concepts, and procedures that students need to learn. • This can be found in your curriculum guide
- 16. 1.3. Learning Competencies •Pertainto the knowledge, skills, and attitudes that students need to demonstrate in a lesson. •This can be found in your curriculum guide.
- 17. RECEIVING GIVING RESPONSEAPPRECIATION VALUE ORGANIZING PRACTICE Listening Discuss Select Decide Demonstrate Attending Participate Convincing Formulate Refuse View Answer Acting Systematize Adjust Pay Attention Helping Donate Adopting Interested Practicing Arguing Change Choose Ask Resolve Maintain Follow Select Gesture Support Compare Giving Approved Believe Create Embracing Report Faith Building Hold Consider Integrating 5 Groups of Affective Domain
- 18. 5 Groups ofPsychomotor Domain IMITATION MANIPULATION MOVEMENT ACCURACY ARTICULATION NATURALIZATION Repeat Proofread Appropriately Shift Replace Follow Demonstrate Smoothly Learn Rotate Hold Design Well Put out/in Operate Draw Train Form Move Utter Fix Use Push Set Fill Start Send Weigh Put Drive Predict Clean Make Stick Pack Collect Manipulate Sketch Mix Position Refit Loosen
- 19. 2. CONTENT •Pertain tothe particular content that the lesson focuses on. •It can be found in your curriculum guide.
- 20. 3. LEARNING RESOURCES •Inthis part, teachers were asked to log the references and other learning resources that the teacher would use for the lesson.
- 21. 3.1. References 3.1.1. Module,Quarter Number, Week Number - Include the Title of the module, Quarter, Week number, and page number. 3.1.2. Additional Materials - Includes instructional materials, aids, tools, equipment, instruments and graphic organizers to be used by the teacher in the lesson. 3.1.3. Other learning resources - Includes books, website, and other materials.
- 22. 4. PROCEDURE • Thisis the lesson proper. • In this part, the teacher will deliver his/her topic to the class using different or various materials to make the learning easier and more engaging.
- 23. 4.1. Reviewing previouslessons or presenting new lesson • Connects the lesson with the learners’ prior knowledge. 4.2. Establishing a purpose for the lesson • Motivate the learner to learn the new lesson.
- 24. 4.3. Teaching/Modeling (IDo) • The execution of the topic to the class. • This is where the concepts are being clarified. 4.4. Guided Practice (We Do) • The teacher will prepare good questions for this part. • The teacher will guide the learners on their understanding.
- 25. 4.5. Independent Practice(You Do) • Finding practical application of concepts and skills. • Learners will independently answer activities through his/her learning. 4.6. Making Generalizations and Abstractions • The students will crystallize their learning so they can declare knowledge and demonstrate skills.
- 26. 4.7. Evaluating Learning •The teacher will give a 3-5 item multiple choice assessment to check their learning. 4.8. Additional Activities for Application or Remediation • Will be based on the formative assessment.
- 27. 5. REMARKS •Teachers shallindicate special cases including but not limited to continuation of the lesson plan.
- 28. 6. REFLECTION •Teachers arerequired to reflect on and assess his/her effectiveness. •He/she must also include things to improve for the next day of teaching.
- 29. PARTS OF THE LESSONPLAN (DLP) Combination of 4 A’s and Explicit
- 30. 1. OBJECTIVES •This partof the DLP includes related content knowledge and competencies. •All objectives can be found in the Teachers’ Guide and Curriculum Guide.
- 31. 1.1 and 1.2.Content Standard and Performance Standard • Refer to the learning area-based facts, concepts, and procedures that students need to learn. • This can be found in your curriculum guide
- 32. 1.3. Learning Competencies •Pertainto the knowledge, skills, and attitudes that students need to demonstrate in a lesson. •This can be found in your curriculum guide.
- 33. 1.4 Learning Objectives •must contain three (3) domains namely: a. Cognitive b. Affective c. Psychomotor
- 34. 2. CONTENT a. SubjectMatter b. Interdisciplinary Integration c. Learning Resources
- 35. 3. PROCEDURE • Thisis the lesson proper. • In this part, the teacher will deliver his/her topic to the class using different or various materials to make the learning easier and more engaging.
- 36. 3. PROCEDURE Preparation(Preliminaries) 1. Prayer 2. Greetings 3. Checking of Attendance 4. Setting of Classroom Rules 5. Recall the previous lessons 6. The teacher will present the lesson objectives.
- 37. ACTIVITY - Motivation ANALYSIS– Processing Questions ABSTRACTION – Discussion-Explicit Approach (Modelling – I DO) APPLICATION a. WE DO (Guided Practice) b. YOU DO (Return Demonstration)
- 38. 4. Assessment It playsa crucial role in the teaching and learning process by guiding instruction, monitoring progress, and providing feedback to support student learning and growth.
- 39. 5. Assignment/ Agreement ReinforcingLearning: Assignments provide students with opportunities to practice and apply the knowledge and skills they have acquired in class. By engaging in assignments, students reinforce their understanding of concepts and develop their abilities through hands-on practice.
- 40. DepEd Memo aboutAssignment This bill, when enacted into law, will institutionalize and expand the Department of Education (DepEd) Memorandum Circular No. 392, s. 2010 which advised teachers to limit the giving of homework to public elementary school pupils on weekdays and to refrain from giving homework on weekends.
Editor's Notes
- #3 Of course… planning is a vital step in the instructional process as it lays the foundation for effective teaching and learning. It ensures clarity of objectives, sequencing of content, differentiation of instruction, allocation of resources, management of time, integration of assessment, flexibility in practice, and promotion of reflective teaching
- #4 So.. It says here that… Article IV, Section 2 underscores the responsibility of teachers to uphold the principles of quality education, continuous improvement, and professionalism in their practice, thereby ensuring the delivery of effective and impactful education to students
- #5 Daily Lesson Plan: A daily lesson plan outlines the specific instructional activities and objectives for a single class period or lesson. It usually includes details such as the learning objectives, instructional materials needed, teaching strategies, assessment methods, and a timeline for the lesson. The lesson plan is a dynamic document that guides the teacher through the teaching process. It helps ensure that the teacher stays focused on the learning objectives and delivers the lesson effectively. Daily lesson plans are typically created in advance, often covering a week or more of instruction. They provide a roadmap for the teacher's daily activities in the classroom. Daily Lesson Log: A daily lesson log, on the other hand, is a record of what actually happens during each class period. It documents the activities, events, and observations made by the teacher during the lesson. The daily lesson log may include notes on student participation, responses to instruction, any challenges or successes encountered during the lesson, and adjustments made by the teacher in real-time. Unlike the lesson plan, which is usually prepared in advance, the daily lesson log is completed after the lesson has been taught. It serves as a record of the instructional process and helps teachers reflect on their teaching practices and make improvements for future lessons. In summary, while a daily lesson plan is a pre-planned guide for teaching a specific lesson, a daily lesson log is a retrospective record of what actually transpired during the lesson, serving as a tool for reflection and continuous improvement.
- #7 So… meaning effective planning is essential for teachers to carry out lessons successfully and with confidence. It provides clear direction, preparedness, anticipation of challenges, adaptability, alignment with standards, and integration of assessment, all of which contribute to a positive and productive learning environment
- #8 So… lesson planning fosters reflective practice by prompting teachers to think critically about their teaching, anticipate challenges, select appropriate instructional strategies, align with learning objectives, consider student needs, integrate assessment, reflect on past practices, and seek professional growth. Through this reflective process, teachers continuously improve their teaching practice to better support student learning and achievement.
- #9 So…When teachers engage in lesson planning, they delve deeply into the content they're teaching, ensuring they have a thorough understanding of the subject matter. In essence, lesson planning is not only about organizing teaching activities but also about deepening teachers' understanding and expertise in the content they teach. Through this process, teachers become more confident and proficient in delivering instruction, ultimately enhancing student learning outcomes.
- #11 What should be taught? This question addresses the content, concepts, and skills that students need to learn. It involves identifying learning objectives and standards that guide the selection of instructional material. Teachers must consider the curriculum requirements, students' prior knowledge, and educational goals when determining what content to include in their lessons. How should it be taught? Once the content is identified, teachers need to determine the most effective teaching methods and strategies for conveying that content to students. This involves considering various instructional approaches, such as lectures, discussions, group activities, hands-on experiences, multimedia resources, and technology integration. Teachers should also adapt their teaching methods to accommodate different learning styles and preferences among students. How should learning be assessed? Assessment is crucial for gauging student understanding and progress. Teachers need to design assessments that align with the learning objectives and accurately measure students' knowledge and skills. Assessment methods may include quizzes, tests, projects, presentations, portfolios, observations, and performance assessments. It's essential to provide timely and constructive feedback to students to guide their learning and address any misconceptions or areas of weakness. Overall, these three questions guide teachers in creating well-rounded and effective learning experiences for their students. By carefully considering what to teach, how to teach it, and how to assess learning, teachers can foster a supportive and engaging learning environment that promotes student growth and achievement.
- #14 The "Objectives" section of a Detailed Lesson Plan (DLL) outlines the specific learning goals and outcomes that the lesson aims to achieve. These objectives are derived from the Teachers’ Guide and Curriculum Guide, which provide guidance on what students should know and be able to do at a particular grade level or subject area. The objectives in this section typically include both content knowledge (what students will learn) and competencies (the skills and abilities students will develop).
- #15 When lesson planning, teachers consider these learning area-based facts, concepts, and procedures to ensure that their instruction is comprehensive and aligned with curriculum standards. They design learning activities, resources, and assessments that help students acquire and apply this essential content knowledge and skills. By focusing on these elements, teachers support students in developing a deep understanding of the subject matter and building a solid foundation for further learning and success.
- #16 – so.. it encompasses not only knowledge and skills but also attitudes, values, and dispositions that students need to demonstrate to achieve the desired learning outcomes.
- #19 Content refers to the specific subject matter or information that a lesson aims to convey to students. It includes the facts, concepts, principles, theories, procedures, and other relevant information within a particular topic or learning area.
- #20 In the "Learning Resources" section of a lesson plan, teachers document the references and various materials they plan to use to support teaching and learning during the lesson. These resources can include a wide range of materials, both traditional and digital, that enrich the instructional experience and help students engage with the content more effectively. By documenting learning resources in the lesson plan, teachers ensure that they have access to the necessary materials and tools to effectively deliver instruction and facilitate student learning. Additionally, it helps teachers be organized and prepared to make the most of available resources to enhance the learning experience for their students.
- #22 The "Procedure" section of a lesson plan outlines the sequence of activities and instructional strategies that the teacher will implement to deliver the lesson effectively. This section serves as a roadmap for the teacher, guiding them through each phase of the lesson and ensuring that key content is covered, and learning objectives are addressed. Here's how the Procedure section typically unfolds: Throughout the Procedure section, the teacher continuously monitors student understanding, provides feedback and support as needed, and adjusts instruction based on students' responses and progress. By following a structured and well-planned procedure, teachers can create engaging and effective learning experiences that promote student success and achievement.
- #25 4.6. the phrase "crystallize their learning" implies that students will solidify and internalize their understanding of the lesson content, enabling them to articulate their knowledge and demonstrate their skills effectively. This process involves synthesizing information, making connections, and applying learning in meaningful ways.
- #26 4.8. so.. Meaning, teachers include activities that extend and reinforce learning or provide additional support for students who may need remediation based on the results of formative assessment.
- #27 Remarks in a daily lesson log serve as a space for teachers to provide additional information or notes about specific circumstances or events that occurred during the lesson. When teachers are required to indicate special cases, such as the continuation of the lesson plan, they might use this section to explain why the lesson plan was extended beyond the originally allocated time.
- #28 In the context of a daily lesson log, the reflection section serves as a space for teachers to critically evaluate their effectiveness as educators and identify areas for improvement.
- #33 Cognitive Domain: This domain involves intellectual activities such as understanding, remembering, applying, analyzing, evaluating, and creating. It relates to the acquisition and application of knowledge, concepts, and theories. Cognitive learning often involves mental processes like problem-solving, critical thinking, decision-making, and reasoning. Examples of cognitive activities include solving math problems, memorizing historical dates, understanding scientific concepts, analyzing literature, and applying learned information to new situations. Affective Domain: The affective domain deals with emotions, feelings, attitudes, and values. It encompasses the development of personal and interpersonal skills, as well as the cultivation of social and emotional intelligence. Learning in this domain involves recognizing and managing one's emotions, developing empathy and compassion, appreciating diversity, and adopting positive attitudes towards learning and life. Examples of affective learning activities include discussing ethical dilemmas, reflecting on personal beliefs and values, practicing empathy and active listening, and participating in group discussions to understand different perspectives. Psychomotor Domain: This domain involves physical movement, coordination, and skill development. It encompasses the acquisition of motor skills, ranging from basic movements to more complex actions. Learning in the psychomotor domain often requires practice, repetition, and refinement of physical abilities. It includes activities that require manipulation of objects, hand-eye coordination, muscle control, and dexterity. Examples of psychomotor learning activities include playing musical instruments, performing sports techniques, practicing surgical procedures, typing on a keyboard, and operating machinery. In education, addressing all three domains—cognitive, affective, and psychomotor—ensures a comprehensive approach to learning that considers not only the acquisition of knowledge but also the development of skills, attitudes, and values essential for holistic growth and development.
- #38 ssessment indeed serves as a cornerstone in education, providing valuable insights into student progress and learning outcomes. By systematically evaluating student performance, educators can tailor their instruction to address individual needs, identify areas for improvement, and celebrate successes. Additionally, assessments help students understand their strengths and areas requiring development, fostering a sense of ownership over their learning journey. Ultimately, effective assessment practices promote a dynamic and responsive learning environment where both educators and students can thrive or to do well.