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- 1. INSTRUCTION AND LEARNING PROCESSES Henry C. Balabal Jr. Resource Speaker
- 2. INSTRUCTION AND LEARNING PROCESSES Interaction between the learners and teachers. Learner-centered, participatory, and inclusive instruction and learning processes involve the larger community in providing and supporting education.
- 3. INSTRUCTIONAL PLANNING Planning of what and how will student learn, it should also include both short term and long- term goals.
- 4. WELL PLANNED INSTRUCTION Maximizes academic learning time. Actively engages learners in meaningful activities; and Emphasizes proactive and positive approach.
- 5. BY FAILING TO PLAN, YOU ARE PREPARING TO FAIL -BENJAMIN FRANKLIN
- 6. REVISITING THE DAILY LESSON LOG (DLL) DepEd Order No. 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
- 7. DAILY LESSON LOG DepEd Order No. 42 s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
- 8. I. OBJECTIVES The objectives states what the teachers intend to teach and serve as guide for instruction and assessment
- 9. OBJECTIVES A. Content Standards The learners demonstrate understanding of gravity and friction affect movement of objects. B. Performance Standards The learners should be able to produce an advertisement that demonstrates road safety. C. Learning Competencies/ Objectives Write the LC code for each The learners should be able to infer how friction and gravity affect movements of different objects. (S6FE-IIIa-c-1) D. Unpacked Competency At the end of the lesson, the learners should be able to: a. Explain desirable and undesirable friction; b. Distinguish desirable and undesirable effects of friction; and c. Produce an advertisement that demonstrates road safety.
- 10. II. CONTENT The topic or subject matter Example: The Taximan Story (for literature) Context Clues Law of Motion
- 11. III. LEARNING RESOURCES References and other learning resources that the teacher will use for the lesson.
- 13. IV. PROCEDURES This part of the DLL contain ten (10) parts
- 14. A. REVIEWING PREVIOUS LESSON OR PRESENTING THE NEW LESSON/S
- 15. LINK TO EXISTING KNOWLEDGE, USE WARM-UP ACTIVITIES OR PROVIDE A “HOOK” TO GET STUDENTS INTERESTED IN THE TOPIC
- 16. B. ESTABLISHING A PURPOSE FOR THE LESSON
- 17. SET SMART GOALS FOR THE LESSON
- 18. C. PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON
- 19. I DO (TEACHER) EXPLICIT TEACHING AND MODELLING OF CONCEPT/SKILL
- 20. D. DISCUSSING NEW CONCEPTS LEADS TO THE FIRST FORMATIVE ASSESSMENT
- 21. GUIDED/SHARED LEARNING WE DO (TEACHER AND STUDENTS)
- 22. E. DISCUSSING NEW CONCEPTS LEADS TO THE SECOND FORMATIVE ASSESSMENT
- 23. OPPORTUNITIES FOR PRACTICE YOU DO (STUDENT)
- 24. F. DEVELOPING MASTERY WHICH LEADS TO THE THIRD FORMATIVE ASSESSMENT
- 25. INDEPENDENT PRACTICE YOU DO (STUDENT)
- 26. G. FINDING PRACTICAL APPLICATIONS OF CONCEPTS AND SKILLS IN DAILY LIVING
- 27. VALUING APPLICATION OF LESSON TO REAL LIFE SITUATIONS
- 32. V. REMARKS Re-teaching, lack of time, transfer of lesson to the following day in cases of class suspension
- 33. VI. REFLECTIONS Reflect and assess effectiveness
- 34. ELEMENTS OF EFFECTIVE TEACHING Identifying clear lesson and clear objectives while carefully linking activities to them which is essential for effectiveness.
- 35. ELEMENTS OF EFFECTIVE TEACHING Creating quality assignments, which is positively associated with quality instruction and quality student work.
- 36. ELEMENTS OF EFFECTIVE TEACHING Planning lessons that have clear goals, are logically structured and progress through the content step-by-step.
- 37. ELEMENTS OF EFFECTIVE TEACHING Planning the instructional strategies to be deployed in the classroom and the timing of these strategies.
- 38. ELEMENTS OF EFFECTIVE TEACHING Using advance organizers, graphic organizers, and outlines to plan for effective instructional delivery.
- 39. ELEMENTS OF EFFECTIVE TEACHING Considering students’ attention spans and learning styles when designing lessons.
- 40. ELEMENTS OF EFFECTIVE TEACHING Systematically developing objectives, questions, and activities that reflect higher level and lower level cognitive skills as appropriate for the content and the learners.
- 71. INSTRUCTIONAL METHODS Listen on Your Feet
- 72. INSTRUCTIONAL METHODS Act Out the Story
- 79. INSTRUCTIONAL METHODS Fact or Bluff
- 81. INSTRUCTIONAL METHODS 4 pics one word
- 86. INSTRUCTIONAL METHODS Tableau See if students can apply content in a new way Create extensions for students who demonstrate mastery See if students can evaluate information and draw conclusions
- 99. LEVEL OF QUESTIONING • First level – Literal Comprehension •Second level – Interpretation / Inferential Comprehension. • Third level – Evaluation / Critical Reading • Fourth level – Integration / Application to self or life •Fifth level – Creative Reading
- 100. ATTENTION GRABBERS Techniques intended to direct attention of learners to the teacher.
- 101. ATTENTION GRABBERS Teacher: Are you ready to listen? Learners: ready to Learn! Teacher: Are you ready to learn? Learners: Ready to listen!
- 102. ATTENTION GRABBERS Teacher: 1,2,3 eyes on me Learners: 1,2 eyes on you 2X Teacher: Ready to rock? Learners: Ready to roll!
- 103. ATTENTION GRABBERS Teacher: Macaroni and cheese, everybody? Learners: Freeze