Reporter: Jeane L. Tiro Oct.

16, 2024

Lesson 9: DepEd Guidelines on Lesson Planning

Objective
In this lesson, you will be able to:

 Determine the legal bases for instructional planning in the Department of Education.
 Identify key features of instructional planning; and
 Explain how the instructional planning strategies could be integrated in with the DepEd
Guidelines.

Introduction

With the promulgation of Republic Act No. 10533 or the Enhanced Basic Education Act of
2013, the education sector has changed. It has moved from a competency-based curriculum toward
a standard-based one. Furthermore, the way learners are assessed and evaluated under the new
curriculum has also changed with the K t0 12, putting more emphasis on - performance and outputs,
rather than simple pen-and- paper tests.

DepEd Order No. 42, s. 2016 or Policy Guidelines on Daily Lesson Preparation for the K to 12
Educational Program
In the eyes of the Department of Education, instructional planning is fundamental to ensure
the delivery of teaching and learning in the schools. It is a means to make sure that the teacher
could visualize the lesson before it could be delivered to the learners. Instructional planning is
comprised of three major steps advocated in the policy, namely;

1. planning instruction,
2. delivery of instruction, and
3. assessment of learning

Element of the Learning Plan

The lesson plan serves as the teacher’s map in attaining the objectives of the lesson. As such, it
should be carefully crafted, containing the necessary details to tackle the particular topic.

Essentially, the lesson plan should also reflect these features in the lessons the teachers plan for:

 What should be taught?

 How should it be taught?
 How should learning be assessed?

What should be taught?

1. Content Standards
2. Essential Knowledge/Understanding
3. Performance Standards
4. Learning Competencies

How should it be taught?

These strategies could include:

 Indirect instruction = is a strategy that directly involves the learners as a more action
participant in the classroom rather than a passive one.
  Interactive instruction = uses active learning methods to engage the learners to interact
with each other and their teacher.
 Experiential instruction = involves the learners in the learning experience. They become part
of the learning process rather than simply a recipient of learning.
 Independent study = the teacher’s control of the learning experience is reduced, and gives
the learners the reign on their interaction with the content.

How should learning be assessed?

Lesson planning not only involves planning for the execution of the lesson, it should also
convey an assessment plan in measuring student learning. The policy refers to DepEd Order No. 8, s.
2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
The guidelines put premium of the use of formative assessment as a tool to help learners identify
their strengths and weaknesses. It also helps the learners make adjustments to their teaching as
areas of concern are identified.

Learning Plans
DepEd Order 42, s. 2016 recognizes that teachers acquire more experience and competency as
they progress in the teaching profession. As such, it provides different plan templates for different
teachers. Newly hired teachers without professional teaching experience will be required to prepare
a daily Detailed Lesson Plan (DLP) for one year. On the other hand, teachers with at least one year
of teaching experience will be required to use the weekly Daily Lesson Log (DLL).

Parts of a Detailed Lesson Plan (DLP)

 Before the lesson

 The Lesson Proper
 After the Lesson

Parts of a Daily Lesson Log (DLL)

 Objectives
1. Content standards
2. Performance standard
3. Learning competencies
 Content
 Learning Resources
 Procedures
1. Reviewing of previous lesson or presentation of the lesson.
2. Establishing purpose for the lesson as a form of motivation.
3. Presentation of examples for content and competences in order to clarify concepts.
4. Discussion of new concepts, leading to the first formative assessment activity prior to the
deepening of the lesson.
5. Development of the concept to deepen learners understanding, leading toward the second
formative assessment.
6. Deepen understanding of the learners on the lesson’s concepts to lead toward mastery. This
is through implementation of group and collaborative activities.

7. Helping learners find practice ways to use the knowledge and skills they have learned in the
lesson.
8. Making generalization and abstraction about the concepts and insights from the lesson.

9. Evaluation learning to assess whether the lesson objectives were met.

10. Providing additional activities for the application of the lessons learned or remediation of
the lessons learners who have had difficulty with the lesson.

Remarks - this part indicates the special cases, such as continuation of the lesson or reteaching
or rescheduling due to lack of time or suspension of classes.
Reflection - this is where the teacher reflects on what transpired during the lesson:

 How many learners got 80% in the evaluation?

 How many learners need additional activities?
 Did the remediation activities work?
 How many require additional work?
 Which strategies used in the lesson engaged the learners?
 What are the difficulties encountered by the teacher and learner before, during, and
after the lesson?
 Which of the practices that is used in this lesson could be shared with my colleagues?

Thank you for listening!!!