PAGE 1

TRAINING-WORKSHOP
FOR NON-MAJOR
TEACHERS IN ARALING
PANLIPUNAN

REMY C.DATU
MASTER TEACHER I
JUSTINO SEVILLA HIGH SCHOOL
MEET & GREET
POSES
 •Number
Board
PRE-TEST

• V.0PRETEST.ppt
ACTIVITY 2
Origami Barmy
 PAGE 5

POLICY GUIDELINES ON DAILY LESSON

PREPARATION IN ARALING PANLIPUNAN

Lesson 1
Guidelines in the Lesson 4
preparation of daily Lesson 2 Lesson 3 CONTEXTUALIZ
lessons through the
Lesson Preparation Parts of DLL/DLP ED LESSON
DLP and DLL by
PLAN
teachers from K to
12
 SESSION TARGETS

OBJECTIVES
•The participants are expected to utilize the policy guidelines in organizing
and managing their classes and lessons effectively and efficiently and
ensure the achievement of learning outcomes

FOCUS
•Guidelines in the preparation of daily lessons through the DLP and DLL
by teachers from K to 12
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GUIDELINES IN THE PREPARATION OF DAILY LESSONS

THROUGH THE DLP AND DLL BY TEACHERS FROM K TO 12

POLICY GUIDELINES ON
DAILY LESSON PREPARATION
FOR THE K TO 12 BASIC
EDUCATION PROGRAM
DepEd Order No. 42, s. 2016
 PAGE 8

RATIONALE

The Department of Education (DepEd) recognizes that instructional planning is essential to successful teaching and
learning (Dick 8s Reiser 1996).

Instructional planning is the process of determining what learning opportunities students in school will have by planning
“the content of instruction, selecting teaching materials, designing the learning activities and grouping methods, and
deciding on the pacing and allocation of the instructional time” {Virginia Department of Education).

According to Airasian (1994), planning is a vital step in the instructional process. It involves identifying expectations for
learners and choosing the materials and organizing the sequential activities that will help learners reach those expectations.
 PAGE 9

RATIONALE

It helps ensure that the time spent inside the classroom is maximized for instruction,
is responsive to learners’ needs, and therefore communicates expectations of
achievement to learners (Stronge, 2007).
Research shows that effective teachers organize and plan their instruction {Misulis
1997; Stronge 2007).

With content and performance standards and learning competencies firmly

articulated in the K to 12 curriculum, it is easier for teachers to carry out both
short-term and long-term instructional planning.
 PAGE 10

RATIONALE

Article IV, Section 2 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.” This policy is therefore
meant to support teachers in upholding quality education standards
by affirming the importance of instructional planning through Daily
Lesson Log (DLL) or Detailed Lesson Plan {DLPJ preparation.
 DEFINITION OF TERMS
For purposes of this order, the following terms
are defined as follows:

Instruction refers to the methods and processes used to direct learning.

Instructional planning is the process of systematically planning, developing, evaluating, and

managing the instructional process by using principles of teaching and learning
 DEFINITION OF TERMS
For purposes of this order, the following terms
are defined as follows:

Daily Lesson Log {DLL} is a template teachers use to log parts of their daily lesson. The DLL covers a day’s or a week’s
worth of lessons and contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and
Reflection.

Detailed Lesson Plan {DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a teacher
will take to teach a particular topic. A typical DLP contains the following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection.
 POLICY STATEMENT
DepEd hereby issues these guidelines on daily lesson preparation to institutionalize instructional planning as a critical
part of the teaching and learning process.

These guidelines are meant to support teachers in effectively organizing and managing K to 12 classrooms to be
genuinely responsive to learners’ needs.

These guidelines in the preparation of DLP and DLL shall inculcate reflective practice among teachers by providing them
opportunities to think about and reflect on their instructional practices.

Daily lesson preparation is part of the teacher’s core function as a facilitator of learning inside the classroom as affirmed
through DepEd’s Results- based Performance Management System (RPMS).

Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and learning in
schools.
 SESSION TARGETS

OBJECTIVES
•The participants are expected to employ the
standards of instructional planning for
effective teaching
FOCUS
• Lesson Preparation
LESSON
PREPARATION

The instructional process

Lesson planning
Parts of a lesson plan
 planning instruction

INSTRUCTIONA
L PROCESS
Airasian (1994),
delivery of instruction
the instructional
process is made
up of three (3)
steps:
assessment of learning
 This means that teaching begins even before a
INSTRUCTIONA teacher steps in front of a class and begins a lesson.
L PROCESS
Airasian (1994),
the instructional
process is made
up of three (3) This also means that teachers are expected to be
steps: able to organize and develop a plan for teaching,
implement that plan, and measure how effectively
they implemented a plan.
 LESSON PLANNING

• Lesson planning is one way of planning

instruction. Lesson planning is a way
of visualizing a lesson before it is
taught. According to Scrivener (20O5),
planning a lesson entails “prediction,
anticipation, sequencing, and
simplifying.” Lesson planning is a
critical part of the teaching and
learning process.
 LESSON PLANNING
• The objective of lesson planning is
learning. Lesson planning helps
teachers set learning targets for
learners. It also helps teachers
guarantee that learners reach those
targets. By planning lessons, teachers
are able to see to it that daily activities
inside the classroom lead to learner
progress and achievement or the
attainment of learning outcomes.
 LESSON PLANNING
• Lesson planning is a hallmark of effective
teaching. As mentioned, effective teachers
organize and plan instruction to ensure
learners’ success inside the classroom.
 According to Stronge (2007), research shows that
instructional planning for effective teaching has the
following elements:
• Identifying clear lesson and learning objectives while carefully linking
activities to them, which is essential for effectiveness
• Creating quality assignments, which is positively associated with quality
instruction and quality student work
• Planning lessons that have clear goals are logically structured, and

LESSON progress through the content step-by-step

• Planning the instructional strategies to be deployed in the classroom and

PLANNING the timing of these strategies

• Using advance organizers, graphic organizers, and outlines to plan for
effective instructional delivery
• Considering student attention spans and learning styles when designing
lessons
• Systematically developing objectives, questions, and activities that reflect
higher-level and lower-level cognitive skills as appropriate for the content
and the student, therefore, have learner-centered objectives that are aligned
with the standards of the curriculum.
 LESSON PLANNING
• In preparing daily lessons, teachers can also
make use of multiple resources that are
available to them including the Teacher’s
Guide (TG), Learner’s Material (LM), additional
materials from the Learning Resources
Management and Development System
(LRMDS) portal, textbooks, and others
supplementary materials, whether digital,
multimedia, or online, including those that are
teacher-made.
However, these materials should be used by
teachers as resources, not as the curriculum.
 How should it be taught?
With a lesson plan, teachers can predict which parts of
the lesson learners will have difficulty understanding.
Teachers can then prepare
 strategies that help learners learn, build learners’
understanding and respond to learners’ needs.
Teachers can explore
LESSON  utilizing different instructional strategies that consider
learners’ varying characteristics including cognitive
PLANNING ability, learning style, readiness level, multiple
intelligences, gender, socioeconomic background,
ethnicity, culture, physical ability, personality, special
needs, and the different ways learners master the
content of a particular learning area.
This presupposes flexibility in the way a teacher plans
lessons. This means that a teacher can prepare a lesson
plan but must remain open to the possibility of adjusting
instruction to respond to the needs of learners.
 LESSON PLANNING

How should it be taught?

Furthermore, this requires teachers to treat learners not as passive
recipients of knowledge but as active agents in their own learning.
A lesson plan therefore should show what the teacher and learners will do
in the classroom to build understanding of the lesson together.
Beyond demonstrating what a teacher needs to do inside the classroom, a
lesson plan should describe what learners need to do as co-constructors of
knowledge inside the classroom.
 LESSON PLANNING
How should learning be assessed?
Effective teachers do not only prepare lesson plans, they also prepare an
assessment plan or specifically a formative assessment plan.
As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on
Classroom Assessment for the K to 12 Basic E d u c a t i o n Program,
formative assessment “refers to the ongoing forms of assessment
that are closely linked to the learning process.
It is characteristically informal and is intended to help students identify
strengths and weaknesses in order to learn from the assessment experience.”
Once the objectives of the lesson have been identified, teachers need to
prepare a formative assessment plan integrated into the lesson and aligned
with the lesson objectives.
This means that a teacher needs to rely on multiple ways of assessing learning
inside the classroom. DepEd Order No. 8, s. 2015 presents a list of formative
assessment methods that teachers can use during different parts of a lesson.
 LESSON PLANNING

How should learning be assessed?

This also means that a lesson plan should embody the unity of instruction and
assessment.
While planning lessons, teachers need to be able to identify reliable ways to
measure learners’ understanding.
This means that teachers need to communicate to learners what they are expected
to learn, involve them in assessing their own learning at the beginning, during, and end
of every lesson, and use data from the assessment to continually adjust instruction to
ensure attainment of learning outcomes.
BASIC PARTS OF A
LESSON PLAN

Before the Lesson

Lesson Proper
After the Lesson
 BEFORE THE LESSON

This is the lesson opening or the “beginning” of lesson implementation. Before the actual
lesson starts, the teacher can do a variety of things including but not limited to the following:
a) review the previous lesson/ s;
b) clarify concepts from the previous lesson that learners had difficulty understanding;
c) introduce the new lesson;
d) inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e) state the new lesson’s objectives as a guide for the learners.
 BEFORE THE LESSON

This part of the lesson is It is during this time that Teachers should also allow
the time to check learners’ teachers are encouraged to learners to ask questions
background knowledge on get learners to be about the new lesson at
the new lesson. It can also interested in the new this time to assess if
be a time to connect the lesson through the use of learners understand the
new lesson to what “start-up” or “warm-up” purpose of learning the
learners already know. activities. new lesson.
 THE LESSON PROPER
This is the “middle” or main part of the lesson.

During this time, the teacher presents the new material to the class.

This is the time when a teacher “explains, models, demonstrates, and illustrates the concepts, ideas,
skills, or processes that students will eventually internalize” (Teach for America 2011).

This is also the part of the lesson in which teachers convey new information to the learners, help
them understand and master that information, provide learners with feedback, and regularly check
for learners’ understanding.

If teachers require more time to teach a certain topic, then this part of the lesson can also be a
continuation of a previously introduced topic.
 AFTER THE LESSON

Teachers can provide a

This is the lesson closing or the This can be done through summary of the lesson or ask
“end” of the lesson. different “wrap-up” activities. students to summarize what
they have learned.

The lesson closing is meant to

Teachers can also ask learners reinforce what the teacher has
to recall the lesson’s key taught and assess whether or not
activities and concepts. learners have mastered the day’s
lesson.
INSTRUCTIONAL MODELS,
STRATEGIES, AND METHODS
 INSTRUCTIONAL MODELS,
• An instructional model is a teacher’s
philosophical orientation to teaching.
• It is related to theories of learning
including behaviorism, cognitivism,
constructivism, social interactionism,
and others.
 INSTRUCTIONAL
STRATEGIES,
• An instructional strategy is a
teaching approach influenced by
the abovementioned educational
philosophies, while an instructional
method is the specific activity that
teachers and learners will do in the
classroom.
INSTRUCTIONA An instructional strategy is what a teacher uses inside the
classroom to achieve the objectives of a lesson. A teacher
L STRATEGIES can use a strategy or a combination of strategies.
 EXAMPLES OF DIFFERENT INSTRUCTIONAL
STRATEGIES BRIEFLY EXPLAINED (SASKATCHEWAN
EDUCATION 1991)

• Direct instruction is systematic, structured and sequential teaching. Its

basic steps include presenting the material, explaining, and reinforcing it.
According to Borich (2001), direct instruction methods are used to teach
facts, rules, and action sequences. Direct instruction methods include
compare and contrast, demonstrations, didactic questions, drill and
practlce, guides for reading, listening and viewing, lecture, etc.
 EXAMPLES OF DIFFERENT INSTRUCTIONAL
STRATEGIES BRIEFLY EXPLAINED (SASKATCHEWAN
EDUCATION 1991)

• Indirect instruction is a teaching strategy in which the learner is an active

and not passive participant. Indirect instruction methods are used for
concept learning, inquiry learning and problem-centered learning {Borich
2011). Indirect instruction methods include case study, cloze procedure,
concept formation, inquiry, problem solving, reflective discussion, etc.
 EXAMPLES OF DIFFERENT INSTRUCTIONAL
STRATEGIES BRIEFLY EXPLAINED (SASKATCHEWAN
EDUCATION 1991)

Interactive instruction is teaching that addresses learners’ need to be active

in their learning and interact with others including their teachers and peers.
Interactive methods of teaching include brainstorming, debates, cooperative
learning, interviewing, small group discussion, whole class discussion, etc.
 EXAMPLES OF DIFFERENT INSTRUCTIONAL
STRATEGIES BRIEFLY EXPLAINED (SASKATCHEWAN
EDUCATION 1991)

Independent study is teaching in which the teacher’s external control is

reduced and students interact more with the content (Petrina in press).
Independent study methods aim to develop learners’ initiative, self-reliance,
and self-improvement and include assigned questions, correspondence
lessons, computer assisted instruction, essays, homework, learning
contracts, reports, research projects, etc.
 EXAMPLES OF DIFFERENT INSTRUCTIONAL
STRATEGIES BRIEFLY EXPLAINED (SASKATCHEWAN
EDUCATION 1991)

In planning lessons, teachers can employ and combine a variety of teaching

strategies and methods to deliver instruction. In choosing strategies and methods to
use in teaching, the teacher has to consider learner diversity and whether or not the
strategies or methods will respond to what learners inside the classroom need
FEATURES OF THE
K TO 12 In preparing daily lessons,
teachers are encouraged to

CURRICULUM
emphasize the features of the
K to 12 curriculum
 Spiral progression. The K to 12 curriculum follows a
spiral progression of content.

FEATURES OF This means that students learn concepts while young

THE K TO 12
and learn the same concepts repeatedly at a higher
degree of complexity as they move from one grade
level to another. According to Bruner (1960), this helps

CURRICULUM learners organize their knowledge, connect what they

know, and master it.

Teachers should make sure that in preparing lessons,

learners are able to revisit previously encountered
topics with an increasing level of complexity and that
lessons build on previous learning.
 Vygotsky (1978) suggests that to
do this, teachers can employ
Constructivism. The K to 12
strategies that allow collaboration
curriculum views learners as
among learners, so that learners of
active constructors of knowledge.
varying skills can benefit from
interaction with one another.

FEATURES OF
THE K TO 12
CURRICULUM
This can be done by ensuring that
This means that in planning
lessons engage and challenge
lessons, teachers should provide
learners and tap into the learners’
learners with opportunities to
zone o/proximal development
organize or re-organize their
(ZPD) or the distance between the
thinking and construct knowledge
learners’ actual development level
that is meaningful to them (Piaget
and the level of potential
1950).
development (Vygotsky 1978).
 FEATURES OF THE K TO 12FEATURES
OF THE K TO 12 CURRICULUM

According to Ravitch
Differentiation or
(2007), differentiation is
differentiated instruction
All K to 12 teachers are instruction that aims to
means providing
encouraged to “maximize each
multiple learning
differentiate their student's growth by
options in the classroom
Differentiated teaching in order to help recognizing that
so that learners of
instruction. different kinds of students have different
varying interests,
learners meet the ways of learning,
abilities, and needs are
outcomes expected in different interests, and
able to take in the same
each lesson. different ways of
content appropriate to
responding to
their needs.
instruction.”
 SESSION TARGETS

OBJECTIVES
•The participants are expected to design and
contextualized DLL/DLP to meet learning
needs.
FOCUS
•Parts of DLL/DLP
 I. OBJECTIVES
II. CONTENT
III. LEARNING RESOURCES
IV. PROCEDURES
a. reviewing previous lesson/ s or presenting the new lesson.
b. establishing a purpose for the lesson
c. presenting examples /instances
d. discussing new concepts leads to the first formative
assessment

PARTS OF e. continuation of the discussion of new concepts leading to the

second formative assessment

DLL/DLP
f. developing mastery, which leads to the third formative
assessment
g. finding practical applications of concepts and skills in daily
living
h. making generalizations and abstractions about the lesson
i. evaluating learning
j. additional activities for application or remediation
V. REMARKS
VI.REFLECTION
 SAMPLE DLL &DLP
• DLPREMY DATU_DLP_CO2.docx
THANK YOU