Module 6 2013

CHAPTER 6: PROJECT MANAGEMENT AND DEVELOPMENT
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LESSON 1: THE PROJECT MANAGEMENT

You have learned community development and organizing from the previous chapters,
and how these helped in the empowerment of one community. In this chapter, we are
going to focus on how to create and plan for a program/ project and learn how to
execute this plan to put community development into practice.

At the end of this chapter, you are expected to:

1. Define Project Management
2. Distinguish the different stages and processes of project management
3. Recognize and evaluate the significance of project management in
community development.
4. Devise and apply an effective and efficient project plan for the community

I. Project management: An overview

Before we can understand what project management is, let us first differentiate a
program from a project.

A sequenced group of plans and activities combined to meet a certain goal/
objectives, designed to give a specific product or service is known as a program. It is
usually an ongoing task, consists of interrelated and interdependent projects.

Based on the glossary of R. Max Wideman, it is a portfolio of projects selected
and planned in a coordinated way so as to achieve a set of defined objectives, giving
effect to various (and often overlapping) initiatives and/or implementing a strategy.

Project, in BusinessDictionary.com, is a planned set of interrelated tasks to be
executed over a fixed period and within certain cost and other limitations. Hence, it is a
temporary execution of a plan, which is regulated by a simple management system,
that is deliberated to come up a specific product or service, which is usually controlled
or limited by a definite schedule, set of task, budget and goal. Although a project may
be temporary, it is a progressive work, as such it is developmental.

Figure 1. Program-Project Chart. This simple diagram shows one of the programs of
CWTS wherein it has small, individual, yet interrelated projects below the said program.

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Different resources are involved in project
management:
human resources,
financial resources,
technological resources, and
natural (innate to the area) resources.

Whereas management is defined as the act and processes that leads to the
completion of the desired goal/project/program. It involves a definite set of principles,
goals, tools and skills, in other words all resources, to get things done by a group. It is
the planning, organizing, directing, and controlling of all available resources. Based
on Merriam-Webster, it is the act or art of managing or the conducting or supervising of
something.

All of the processes associated with defining, planning, and executing the
project are considered part of project management.
(http://www.cio.ca.gov/Government/IT_Policy/pdf/ PM1.3_Overview_What_is_a_Project.pdf)

In this chapter, we would
define project management as
undertaking the task to effectively
plan, organize, direct and use
resources to achieve a certain goal
on a limited timeframe.

Michael F. Hanford, the Chief
Methodologist,SUMMIT Ascendant
Methodologies, defines that
project management is concerned with the dynamic allocation, utilization, and
direction of resources (both human and technical) with time -- in relation to both
individual efforts and product delivery schedule -- and with costs, relating to both the
acquisition and consumption of funding.

A program manager is an individual who has
the responsibility to oversee the development and
operation of a program. The program manager may
be involved with one or more projects within a
program. Whereas, the project manager heads a
specific project and will be responsible in managing all
the project phases, allocate task and budget. The
project manager also ensures that the goals, schedule
and project specification as met, and would constantly
report to the program manager of the progress of the
project.

Image from http://www.emerald-graphics.com

Proper supervision of
these resources will lead to a
successful project.

Image from http://www.project-management-software.biz

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To further illustrate the distinction of the program and project managers and to
give you an overview of the similarities and differences of the terms program and
project, a table (Fundamentals of Project Management, 2007) is shown below.

Program Manager Project Manager
Multi-level management Single unit management

Defines the vision, long term goals, and Forms goals and objectives that is
dynamics of the programs interrelated and within the vision of the
program

Assures and provides funds and other basic Allocates resources and budgets within the
resources specifics of the project

Assigns preliminary task, budgets and

schedules
Set common process, procedures, guidelines Share the guidelines to the members
and tools that will be employed
Provides a system for quality assurance Assures the quality control

Assigns heads for each projects that is Assigns specific responsibility to the
encompassed by the program members and chart detailed time table

Monitor the schedules and budgets

Keep an eye on the progress of the project

and makes daily/timely report to the
program manager
Provides over-all planning Plans the project in great details

Make sure that everything is coordinated Executes the project and regularly ensures
and synchronized within the program that dynamics of the program is met and
effectively optimize the resources and deal
with project risk

A program manager, or supervisor, in the NSTP Program is the person
whom you recognize as your NSTP facilitator, while your team leader within your
group is the project manager. The facilitator heads the overall program and
communicates with the project manager so that he/she can be updated with the
current situation of each project. Team Leaders delegates task to the members,
consults changes with the facilitator and gives timely report to monitor progress of
the project.

Image from C-SCI-10 AY 2010-2011
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II. Project Management Phases
A. Assessment

Where to start?

You can start by asking the right questions and
identifying the problem correctly. You can do this through
assessment, data collection or profiling.

Here are some of the key points you have to consider:

A. Check the general state of the community.

This is where you gather data regarding the general area
description and demographic profile of the community.

You can even identify and describe the condition of the community based
on their economic, education, environmental, health, political and social
situation.

B. Assess your group.

Who will be involved in the project?
When do you plan to execute the project?
How long will the project run?
What resources does your group currently have?
What community resources can be utilized?

Assessment is the act of determining the importance, value and goal of
the project. In this phase you are going to create a profile of the community and
identify target and goals of the project. As well as know the goals/objectives of
the current program.

Often you would create a profile in online social network such as
Friendster, or Facebook. A project profile is the similar to that - it is a set of data
that helps identify the characteristics and features of a community. It also
attempts to describe the community, highlights area that needs to be developed,
reveals possibilities, and helps place a benchmark for your project. (Fundamentals
of project management By James P. Lewis)

Profiling your target beneficiaries would help to identify the issues to be
address and decide the goals needs to be set in a project.

This is also the phase wherein you would try to identify the problems or
national/community issues that need immediate attention. The forms like
resumes, Learners Profile or other survey forms can also be valuable tools on
assessment.

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Forms of Profiling

There are several forms of community/beneficiary profiling,
(http://www.barnardos.org.uk/communityprofiling.pdf) but we will be focusing
these two forms of profiling:

1. Individual Action Research - usually done by a community worker,
LGUs, NGOs or parish minister who is new to the area. It gives them an
orientation of what the community is, and what they can do for the
community.

This form of profiling is done if the SIMBAHAYAN-CDO/
NSTP still have no profile available for the community. You will be acting
as the community worker who will do a research for the community
profile.

2. Focused Profile - it centers on what needs to be addressed and
known from the community. The information that is needed is already
predetermined.

In a focused profile, you dont need to gather the data of the
entire community, when the area has already been assessed of its need
for feeding program. You need to profile the target beneficiary of this
program which are the 2-6 year old children in the local school
concentrating on their health and nutrition.

Tools and Methods that can be used for profiling:

1. Census Information This is available at the National Statistics
Office (NSO), where the office provides information and figures about
the different sectors in the country. The information you get will be
helpful when you write the profile or as a basis for your profile. You can
visit this website for the statistics: http://www.census.gov.ph/

2. Maps - Maps contain different information that will be helpful with
your profiling, such as the crops and livestock that can be found in that
community, there are several maps that are available commercially, in
our university library, or the barangay hall.

(You will see a sample map that depicts the topography of Bulacan on the next page
or visit http://www.bulacan.gov.ph/map/topography.for a larger view. see Figure
2:Physical Profile of Bulacan)

3. Prior Research - some areas already have profiles provided by the
barangay or other organizations that have previously conducted projects
in the area. These researches will be helpful in further enhancing your
own profile. You can ask your facilitator or the SIMABAHAYAN-CDO
office for this.
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4. Surveys This form of profiling can be very important to get the point-of-
view of the target people. It would gauge the interest and easily pinpoint the
needs that the residents think should be addressed first. In having a survey,
you will be able to know if the project you will have is still needed, just a
follow-up or should not be executed at all.
Figure 2. Physical Profile of Bulacan. The map shows the geographical profile of the province

Survey, in Merriam-Webster, is defined as to query (someone) in order to
collect data for the analysis of some aspect of a group or area. A
questionnaire/survey form can be use to conduct a face-to-face interview to
the residents to better understand their community.

In general, based on http://otal.umd.edu/hci-rm/survey.html, the steps
in designing and conducting a survey can be listed as follows [Trochim, 2000]:

Set the goals - What do you want to capture or know?
Decide on the target population and sample size - Who will you
ask?
Determine the questions- What will you ask?
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Pre-test the survey - Test the questions to a group
Conduct the survey - Ask the question to the target
group/community
Analyze the data collected Collate the data and produce the
report

A community profile may vary depending on the program that you are
under. Some communities already have a profile which can be borrowed
from the SIMBAHAYAN-CDO or NSTP office.

For some communities which are still new, you will need to come up
with an informative profile. You can use what you have learned from the
previous chapters, particularly the National Concern and Community
Development and Community Organizing, to come up with your own
profile questions. Again, profile questionnaires may vary, depending on your
NSTP program or your program cluster.

For the LTS students, you may assess your learner capabilities using
the Learners Profile form, while for CWTS different and individual forms
may vary with the communitys need or cluster profile. These forms can be
found at the Documents link in your NSTP eLEAP site.

B. Planning

Whats next?

After assessing the situation, we can start building on a possible
solution. Implementing a project is not a bara-bara process; without proper
planning you are bound for disaster instead of success.

"By failing to prepare, you are preparing to fail."
-- Benjamin Franklin

In every endeavour, you have to be prepared. Without preparation,
you might be caught unaware by the obstacles that you will encounter, and
due to being unprepared you will encounter a lot of problems. Just like what
Benjamin Franklin has said, by failing to be prepared, you are opening
yourself to failure.

So how do you prepare? By setting and formulating a well laid plan
for your project.

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A goal without a plan is just
a wish.

Antoine de Saint-Exupry (writer,
The Little Prince)

What is a plan?

A plan is a detailed formulation of a program action (Merriam-Webster).
These are the steps, or set of task that your group intends to do. It is the
structured diagram or procedure that is arranged beforehand to help attain a
specified goal. The keyword is beforehand.

According to J. Lewis, author of Fundamentals of Project Management,
Control is exercised by comparing where you are to where you are supposed to
be. This will give you the control in your task and your goal. It works as your
compass to point you from where you are to where you are going. In other words,
it will be your guideline as you go along with your project.

Imagine going to the community without a ready plan. This scenario might
happen: Your group is tasked to cook for the feeding program. But when you
arrived at the area, the team leader is running around looking for what is needed
for the project, one member is just sitting at the corner looking at the team,
someone left one of the most important tool for the task at home, while some of
the members are running off across the street to buy one of the ingredients.

Without a plan, the group is bound
to be out-of-control; the implementation is
bound to result to a catastrophe. A plan
keeps you focused and organized, it points
out
who should be doing the task and when,
which things to do, and what things to be
ready with. In order to have an effective
project, the plan should also be well-thought
and discussed.

But creating a plan should not be solely shouldered by the leader of the
group. The members who are involved in the project should also give their input
and help plan the project; otherwise, the members might be clueless on what they
have to do and feel no sense of commitment to the project. This usually ends up
with the project leader doing most of the task and the members being clueless in
what is going to happen.

Make sure to allot time to meet with the group and brainstorm with the
project, as they say two heads or more is better than one. Your differences can
make the project more unique and successful. Insights from different individuals
could also give different perspective to the project; some may be able to point out
flaws of a plan that might arise during the implementation. The leaders task to
guide discussions, delegate task, and make certain that everything is still within
the purpose of the program.

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In creating a plan, your group should be SMART. Use the SMART
objectives as a guideline to your goals in your project.
S - Specific
M - Measurable A -
Attainable R - Realistic
T - Time-bound

You have to be specific with your goal; dont be vague or too wordy. Your
group should also be able to measure, or rate the target that you want to achieve.
Be sure that the plan is attainable we dont want to be set a very high
expectation, or a fictitious idea. When you are setting up a plan make sure that
they is a leeway for mistakes, and that it is amenable to changes. Be realistic.
Your plan is practical, and it is not just an idea but something that can be made
possible. Being realistic, you have to consider the resources at hand. And lastly
the plan should be time-bound. Make sure that the project can be completed with
reasonable timeframe, especially since you have only a semester or two to
implement the said project.

Every plan should start with a goal in mind - these are the objectives of the
group. These are the things you want to get done in the task.

What are these objectives?

An objective specifies a desired end result to be achieved.
(Fundamentals of Project Management by J.Lewis) These are the things that you intend to
do and accomplish in the program and project. Objectives will serve as your guide
as you go about with your project, and it will also be your measuring sticks to
know if you have achieve what your project intends to get done. These are the
measurements and lines in a blueprint, or the chords of a music piece. As it was
stated above, your objective has to be SMART or else you might end up with a
crooked wall or noise instead of melody.

Here is an example of such objectives, point out which one followed the SMART
guideline better:

Sample 1:
Teach Math to the children of the community

Sample 2:
Illustrate how to add two to three digit numbers to the grade school children
of Maragondon within 2-3 weeks.

If your answer is Sample 2, then you have a grasp of what being SMART
is. But you also have to remember that being SMART is not enough. As a
Thomasian, you also have to make sure that the Thomasian core values are
integrated with your objectives. Think of it this way, your objective should be
affecting the following aspects:

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a. HEAD (cognitive) affects the thinking process of an individual
(Commitment)

b. HEART (affective) this affects the emotional and expressions of an
individual (Compassion)

c. HANDS (psychomotor) focuses on the physical and kinesthetic skills.
(Competence )

Can you point out from the examples below which core values is displayed
or considered in setting up these objectives?

Sample 1:
Explain and distinguish the different health benefits of the avocado plant to
the elders of Ariendo, Bongabon, Nueva Ecija.

Sample 2:
Recognize the value of team work in learning and playing soccer at the
community of Magallanes, Cavite.

Sample 3:
Build a 10 m x 20 m basketball court for the resident of Sapang Palay within
three weeks.

If you will notice some of the objectives stated before might not indicate a
timeline, this is usually because each group of objectives usually start with these
statements:

At the end of this ______ (the activity/date/time), the ____
(target/beneficiaries) are expected to:

Take a look at the start of this chapter where the objective is stated, you
will notice similar statement, these goes as well to the textbooks you read, online
courses you take or even other chapters. Any activities usually have an objective
even if it is as simple as just to have fun.

To help you further in setting up a goal for your project, a link is provided at
ELEAP for Blooms Taxonomy, here specific keywords are already provided to
describe and identify which would be appropriate for the task you intend to
accomplish. Or you may also look at the diagram in Lesson 3.2: Lesson Planning

At this point the plan that you will prepare will vary based on the NSTP
component you are enrolled in.

a. CWTS: Community Development Plan
b. LTS: Lesson Plan

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C. Implementation

Carry out the possible solution.

Implementation is the step done to carry out and put into action the plan that
the group have prepared. In executing a plan, it would be best if the guidelines
are set or given to the group beforehand so that they will follow these as they
complete the activities. The authors of Emergency Sanitation: Assessment and
Programmer Design say it best: Implementation is transforming a planned
programme into reality in the field... implementation is simply a question of
managing the various programme components as efficiently and effectively as
possible.

Guidelines for the Students during Community Development
Project

1. If there is no faculty supervision; if there is no reply slip signed by
parent/s or guardian, there will be no fieldwork for the student;
hence No slip, No trip
2. Respect each others time. Do not be late. Avoid being the
cause of delay;
3. Wear and bring modest working clothes. Wear our NSTP
uniform shirt;
4. Expect to hike and get soiled (dirty) and tired;
5. Be prepared and do not bank on the residents for your needs;
6. Avoid grand entrance and raise peoples expectations when
entering the community;
7. Do not look for the comforts of your own home;
8. Dont be pretentious. Never pretend that you know everything.
It is also wise to listen carefully to what indigenous or local
leaders could say about anything under discussion;
9. Be courteous and polite to the people of the community and be an
active listener.
10. Dont promise things that you cannot give, do or beyond the
goals of the program
(Some of the contents are taken from: All Student Leaders: Community
Development Forum, Orientation Materials; UST-OCD)

If you give me a fish, you have fed me for a day.
If you teach me to fish, then you have fed me until the river is
contaminated or the shoreline is seized for development.
But if you teach me to organize then water the challenges I can join
together with my peers and we will fashion our own solution
Ricardo Levins Morales, labor artist
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You also have to keep in mind that the main purpose of your project is
to ensure that you empower the community with knowledge, attitude and skills
that will help them progress and enrich their lives.

While you are carrying out your project, immerse yourself with the
community, adjust to them and dont look for luxury that you are often used to.
Make sure that when you are done with your project or program, they would be
able to manage it on their own and have a long-term use of what you impart to
them even after the group has already left the area.

We are there to give service, make sure that you do your best and act
as responsible Thomasians, the residents are not obliged to provide for your
needs, so be ready at all times.

And during the implementation, do not forget to document (take notes,
videos and pictures). This is not for publicitys sake but to be able to review
what happened during the activity. So that you would also be able to see what
the community sees as you go along with the project. Because your group is
so busy with the activity, you might have missed out something at that time.
Pictures and videos can be used to review, pinpoint and see what can be done
better or what you did right and would like to share to other groups or students
that will go to the community as well.

In taking documentation, just be mindful of several things:

1. Do not block someone elses view of the event.
2. Never be rude. Not everyone would like their picture taken,
respect their privacy if they asked you not to take pictures of
them, honor it.
3. Do not, under any circumstances, put yourself or your group in
danger. Be observant.
4. Prioritize taking pictures of the implementers in action rather
than photo-ops.

D. Monitoring

Find out if the project is working

A very important task in project management is monitoring. It is the
regular observation done and checks how the project is progressing. In the
words used by CIVICUS: World Alliance for Citizen Participation:
Monitoring is the systematic collection and analysis of information as a project
progresses. In monitoring, you will be able to do the following with your
project:

Analyze the situation in the community and its project;
Verify whether the resources use in the project are well utilized and
allocated
Isolate problems and make necessary adjustment in the plan

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Make certain that all activities are done properly by the right people and in
time; and
Determine whether the way the project was planned is the most
appropriate, adequate, effective and efficient way of solving the
concern/issue of the community.

This is where your proposed plan will be helpful you can use it as a
basis for your monitoring. It will also aid you in making sure that your objectives
and the programs goal is achieve.

It is like looking down on a blue print from time to time to ensure that the
building is according to plan, an architect or engineer would adjust some
measurements, if the environment or resources are lacking. Your
documentations will be helpful as well during this phase.

E. Evaluation

Check if the project is suitable and proper

To carefully examine and determine the worth or merit of the project is a
process called evaluation. According to Webster-dictionary: Evaluation is derive
from the verb evaluate: form an idea of the amount or value of; assess.This is
applied to provide useful feedback that will be helpful for future projects.

A project evaluation is used to also identify whether a particular project
should be continued or cancelled. It will lead back to the objectives cited at the
onset of the project.

Consider these things when evaluating your project:

1. Was it adequate for the goal of the program?
2. Were the objectives of the project met?
3. Is it the appropriate project for the community? For the program?
4. Was the execution effective?
5. Was the distribution of the resources efficient?
6. Is the effect of the program long-term?
7. Should the project be continued or cancelled?
8. Did you empower the community?

Each program has a different set of evaluation tool. Generally, you will be
asked to pass a portfolio at the end of each program where you can answer
these questions and evaluate your project.

CWTS: Evaluate your CDP (Community Development Plan)
LTS: Evaluate your lesson plan and learner

Project Development and Management is an interrelated process of
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organizing, implementing task, and evaluating projects. It is ongoing and
progressive. It involves different resources which your group has to utilize wisely
and efficiently for a successful and effective project outcome.

In developing a project, you should be able to identify the problem, needs
or concerns of the community in which you would like to be an instrument in
resolving. From the findings of your profiling or assessments, you will start
formulating possible solutions or response for the concerns pointed out.

These projects must be SMART. Everyone in the team must give inputs
and share in the planning of the project. Plans will be executed, monitored and
evaluated to check the effectiveness and efficiency of the project that was
implemented, whether it could be continued or it has to be changed or cancelled.

You must also remember that the NSTP program encourages you to
develop and manage projects that will enrichment the community and empower
them to stand on their own. We are there to help the community develop self
reliance, widen their knowledge, increase their skills for competency, share and
learn compassion.

Do you see an ongoing program/project by your LGU (local
government unit) in your area? Do you think proper project management was
implemented? Did you see their plan (usually they have tarpaulins showing
the gist of the project) Is it a SMART project plan? Did they make a survey
before formulating the plan? Do you see officials monitoring the project?
What have you learned in Project Development and Management that should
help you analyze if the taxpayers money are utilized correctly and wisely, or
if the projects are effective?

UST SIMBAHAYAN-CDO also allows student bodies to come up with their
own project or programs. Each organization or group is asked to accomplish the
following for their proposed project plan to be evaluated and approved by the
SIMABAHAYAN Community Development Office (CDO). The groups who can
make and pass these proposals could either be university-wide student
organizations or college-based faculty/student organizations.

Contact Information of UST SIMBAHAYAN-CDO
Room 101, Ground Floor, Tan Yan Kee Student Center
University of Santo Tomas
Espaa, Manila 1008

Tel. No: 406-1611 local 8420 and 8590
email address: ovrrasimbahayan@yahoo.com.ph

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Here are the processes on how to accomplish these project proposals:

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LESSON 2. ACHIEVEMENTS OF NSTP CWTS|LTS IN THE
PREVIOUS YEARS AND ITS CURRENT PROGRAMS

The NSTP CWTS and LTS has been part of the
Office for Student Affairs for the past several years but
due to the community development nature of the two
components they were integrated as part of the Office
for Community Development (now known as the UST
SIMBAHAYAN-Community Development Office) on
November 2008. With this integration, the activities of
both CWTS and LTS are now being held in the different
partner communities of the UST through the UST
SIMBAHAYAN-CDO.

In Section 3 of Republic Act 9163, Civic Welfare Training Service (CWTS)
refers to programs or activities contributory to the general welfare and the
betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and the morals of the citizenry.

On the other hand, the Literacy Training Service (LTS) is a program
designed to train students to become teachers of literacy and numeracy skills to
school children, out of school youth, and other segments of society in need of their
service. In line with this, the Universitys NSTP CWTS and LTS came up with
activities that will maximize the capabilities of the students in different fields of
community development, thus exposing them to the different realities of life.

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I. Civic Welfare Training Service
The course provides the students with the principles necessary to
effectively serve a community. It deals with national issues and concerns, case
studies of community organizing, and concepts of people empowerment.

II. Literacy Training Service

The LTS program aims to provide opportunities to LTS students to apply in actual
situations the principles learned regarding the teaching-learning process in an
environment different from their own.
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Whether its to climb up the hills of Tarlac or cross the rivers of Tanay, NSTP
students of both components (CWTS | LTS) are always ready to respond and help
the partner communities.
1. Gugo Elementary School, Bataan

2. Palili Elementary School, Bataan

3.
Asuncion Consuji Elementary

School, Bataan

4. Adamson Elementary School, Bataan

5.
FC del Rosario Elementary School,

Bataan

6. San Martin 1 Sapang Palay, Bulacan

7.
Ariendo Elementary School Bongabon
Ariendo, Nueva Ecija

8.
San Juan Elementary School, Nueva

Ecija

9.
Central Elementary School

Zaragosa, Nueva Ecija

10.
Don Cirilo Elementary School, Nueva

Ecija

11.
Felicidad Buendia Elementary

School, Nueva Ecija

12. Sta.Rosa, Nueva Ecija

13. NHC Elementary School, Caloocan

14. Smokey Mountain, Caloocan

15. Alimugmog, Antipolo

16. Sitio Galilee, Antipolo

17. Sitio Mabilog, Tarlac

18. Sitio Buok, Tarlac

19. Sitio San Martin, Tarlac

20. Sitio Sta. Rosa, Tarlac

21. Sitio Malasa, Tarlac

22. Sito Layak, Tarlac

23. Maragondon Cavite

24. Aplayang Munti, Cavite

25. Dagat-dagatan, Navotas

26 Urdaneta, Pangasinan

List of Partner Schools/
Communities and Institutions
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NSTP Accomplishments For Academic Year 2010-2011

Last academic year, the NSTP department partnered with 15 Elementary
Schools and 14 communities.

HEALTH CLUSTER

ESTIMATED NUMBER OF

IDENTIFIED PROJECTS BENIFICIARIES

1 Personal Hygeine Education for Kids 310

2 Seminar of Food Safety 250

3 BP Check up 90

HEALTH
4 First Aid Seminar 225

5 Physical Exercise and Wellness Seminar 70

6 Health and Sanitation Seminar 160

Health Awareness & Good Nutrition

7 Seminar 95

8 Preventive Health Seminar 40

9 Herbarium Seminar 40

The Health Cluster is the group who is involved in activities concerning
health and physical well being. The cluster includes students coming from the
College of Nursing, College of Rehabilitation Sciences and Faculty of Pharmacy.

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EDUCATION/ RECREATION CLUSTER

EDUCATION/
RECREATION

IDENTIFIED PROJECTS
ESTIMATED NUMBER OF

BENIFICIARIES

1 Lakbay Turo Tutorial 2903

2 Lakbay Turo NAT Review 500

3 Reading Workshop 360

Music Workshop-Choir/

4 Mass Songs 15

5 Guitar Workshop 20

6 Tie-Die Workshop 20

7 Art Workshop 410

8 Sports Clinic 280

9 Pinoy Games 50

10 10 Rights of Children 50

11 Dance Lessons 100

12 Batton Twirling Lesson 15

13 Film Showing 80

To supplement, enhance and develop the knowledge of those in need
of education improvement promoting education among underprivileged. LTS
students were deployed in the different partner communities/institutions of the
university and they were given one to three learners which may be elementary
pupils, high school students and adult learners.

Page 23 of 49
PHYSICAL ENVIRONMENT CLUSTER

IDENTIFIED PROJECTS
ESTIMATED NUMBER OF

BENIFICIARIES

1 Classroom Construction 4 schools

2 Chapel Construction 1 community

School Mural Painting

3 (classroom and School fence 4 schools

4 Classroom Rehabilitation 5 schools

5 Chapel Rehabilitation 1 chapel

6 Bookshelves Painting 3 schools and 1 health Center

PHYSICAL 7 Tree Planting 950 seedlings

ENVIRONMENT 8 Mangrove Tree Planting 150 seedlings

9 Wash Area and Pathway 1

10 Painting of Chairs and Table 1 school

Environmental Awareness

11 Seminar 300 learners

12 Disaster Awareness Seminar 175 kids

Disaster Risk Management

13 Seminar 20 officials/ families

Waste Segregation and

14 Sanitation Seminar 20

15 Organic Gardening 30 families

Physical and Environment Cluster is involved in activities concerning the care
and beautification of the environment and construction and rehabilitation of
physical infrastructures in the community.

Page 24 of 49

SPIRITUAL CLUSTER

ESTIMATED NUMBER

SPIRITUAL
IDENTIFIED PROJECTS OF BENIFICIARIES

1 Cathechism 530

Spiritual Cluster is concerned
with activities dealing with social
development and values formation.

Page 25 of 49
Disaster Preparedness and Awareness Seminar

External Activities

10-10-10 RUN FOR PASIG RIVER

For the past years, NSTP is line with
their goal to help the environment has
participated with the Run for Pasig
River program. In 2010, an
approximate of 8,000 NSTP students
attended the said event

Page 26 of 49
Remember!

For sure, there are a lot of people that you will meet out there who have
different personalities, traits and values. Always remember that there will always
be lesser and greater persons than you but a humble and loving heart will always
tell you what to do. So earn much love much love in your heart will always tell you
what to do and show that you are a committed, competent and compassionate
Thomasians.

Now that you have known the different areas and possible areas that
you are going to visit, you have to start thinking of a project. To begin a project, a
plan has to be made by your group and there are two different plans that are
used in NSTP depending on your program component.

At this point, you will have to veer and read your respective
chapter based on the component you have enrolled and taken.

For the CWTS students should continue on and read
Lesson 3.1: Community Development Planning (page 27);

While students who are enrolled in the LTS program will
be have to jump to page 42 and read Lesson 3.2:
Lesson Planning

Page 27 of 49
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand.

(A Chinese Proverb)

LESSON 3: PLANNING

LESSON 3.1: COMMUNITY DEVELOPMENT PLANNING

Hi! Welcome to CWTS Community Development Planning topic. This is a
very important concept and skill that you need to know to be able to successfully
implement your Community Development and Community Organizing skills as
discussed in the previous chapter. While lesson plans are vital tools for teaching
and learning, Community Development Plan serves as an imperative guide for
community developers and organizers so that they could effectively carry out their
projects and programs in their communities.

In addition to that, this lesson prepares you, as a CWTS student to:
be acquainted with the terms and concepts on Community
Development Planning
give importance to Community Development Planning as your initial
step to community development
apply the approaches and guidelines in community development
planning in making a Community Development Plan
construct a Community Development Plan/Proposal based on the guide
and samples that are discussed here.

WHAT IS COMMUNITY DEVELOPMENT PLANNING?

Community Development Planning is a process which helps institutions and
private/public sectors to work together with the community to plan, develop, and deliver
enhanced services which make a real difference to peoples lives. It is about
organizations and communities working together to improve services and quality
of life.

To be involved, according to Merriam-Webster Dictionary is to take part or
to engage as a participant. Being a participant entails responsibility in most part of
the activities in community development and in community organizing. Learning
and understanding ones role in the community takes place when there is an active
involvement in the process of development.

In the previous chapter on Community Development, you have recognized
the significance of empowerment and participation in community development. You
have learned that community development is always people centered.
Peoples welfare, their capability and participation are considered when one
undertakes community development planning. Therefore, the heart of
(Scottish Executive: Guidance in Community Planning, 2004)

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Community Development Planning is listening to, and communicating with the
people in the communities. It is also about involving them in decisions and making
them more responsive to the needs and aspirations of their communities. This will
require the partnership not only to seek the views of communities, but also to
secure their more active involvement as partners in Community Development
Planning.

In addition to these concepts, Community Development Planning also aims to:

make sure people and communities are genuinely engaged in the decisions
made on community services which affect them; and

secure a commitment from communities and institutions to work

together, not apart, in providing better services for the common good.

IMPORTANCE OF COMMUNITY DEVELOPMENT PLANNING

"Suppose one of you wants to build a tower. Will he not first sit down and
estimate the cost to see if he has enough money to complete it? For if he lays the
foundation and is not able to finish it, everyone who sees it will ridicule him,
saying, "This fellow began to build and was not able to finish."

Luke 14:28-30.

Good planning is good stewardship. Success in any endeavor requires
careful preparation and planning. Without proper planning and preparation, failure
is almost guaranteed. Anyone who has ever undertaken a complex task already
has learned the importance of careful planning. Churches need to plan for their
ministries and for the facilitys needs which will serve these ministries. In sports we
see many examples of the need to plan. Often this involves a "game plan." A game
plan is simply a series of steps which the team must follow in order to accomplish
its goal of winning the game. In fact, most winning teams are able to win, because
they plan to win. Losing teams are often the team that had no game plan, or a poor
plan at best. Failing to plan to win is the same as planning to lose. Or put another
way, "Failing to plan is planning to fail." (Robert Foreman, Architect and Author:
The Importance of Planning)

Therefore, good planning is important because it conserves resources,
prevents wasted effort, and saves time and money. Good planning prevents small
problems from becoming big problems.

A decision to plan is a community commitment to consciously head in a
certain direction. The path should lead to an increase in the public interest.
According to Brian W. Ohm, author of Guide to Community Planning in
Wisconsin the following types of benefits demonstrate how planning helps to
increase the public interest.

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It helps define the future character of communities by creating
and maintaining a sense of place.

It protects natural and agricultural resources.

It provides predictability regarding future development. Good
planning provides community developers with information about
where and what type of development the community will allow. It
also provides a standard process by which development proposals
are accepted or rejected.

It saves money. Not only can planning prevent the expenditure of
public resources on unnecessary facilities, it can also help to
organize new growth in more financially efficient ways. It is less
expensive for a local community to provide public services to an
orderly and phased pattern of development than it is to provide
those services to scattered low density development.

It promotes economic development. Planning promotes economic
development by helping the communities keep existing livelihoods
(like farming, fishing or mining) and attract new ones. By planning a
community can attract businesses and help local entrepreneurs start
businesses by keeping data on the workforce, the age and type of
existing business, and the capacity of local services and
infrastructure. This information can help insure that economic growth
matches the needs and resources of the community.

It can promote sustainable development. "Sustainable
development" has been defined as development designed "to meet
the needs of the present without compromising the ability of future
generations to meet their own needs. (The World Commission on
Environment and Development, The Brundtland Commission, Our
Common Future, Oxford University Press, 1987, p. 43) Planning is
recognized as a critical action step towards more sustainable
development. Planning to promote sustainability can help achieve
more efficient use of land, decrease traffic congestion, conserve
important natural resources, engage citizens, and provide for
economic prosperity. By pursuing a sustainable pattern of
development, planning helps promote the public good.

Now that we know and understand the importance of community development
planning, our next question would be:

How do you get to start with community development planning?
Is there an approach that we could use in planning, and how do we know when to
use this approach?
How do you design an overall strategy geared to your own circumstances?

Page 30 of 49
APPROACHES TO COMMUNITY DEVELOPMENT PLANNING

There are a number of different approaches to the planning process
especially in community development. They differ depending upon the issues the
community seeks to address. They also call for different levels of professional
expertise and citizen participation. The diagram below shows the different
approaches that you may use when planning.

The Blank Slate Approach

Planning as a Learning
Process.

One way of thinking about
planning is to think of it as a
learning process through
which the community learns as
much as possible about what
is happening in the community
and why. Community
members also discover what
might be done to influence
future changes. In this
approach, a primary goal is to
collect as much data and
information as possible, and to
develop an understanding of a
comprehensive range of
substantive issues and topics.
Collecting data and
information, and thinking about
what that data means, is in
fact a good way of deciding
what the problems and issues
are that need to be address.

The Problem-Oriented Approach

The model of planning on a "blank slate" is often held up as the ideal way
to approach planning. Nevertheless, in real life, communities rarely
embark on the preparation of a plan with an entirely blank-slate. Nor is it
often the case that people simply decide "out of the blue" to prepare a
plan. Planning is hard work. It takes time and energy, and costs money. As
a result, when communities embark on preparing a plan, they usually do
so for a reason.

Often, planning is prompted by the recognition that a serious problem
exists that needs to be addressed as mentioned in Chapter 3, like poverty
and unemployment. Similarly, planning is often precipitated by a sense of
crisis, and/or by dissatisfaction with current conditions and/or trend, like to
the eruption of the Mayon Volcano in Albay, the government clearing up a
Page 31 of 49
squatters/slum for a project leaving thousands of homeless families, or the
issues regarding Reproductive Health Bill. People may feel that
development is out of control-- that too much development is occurring too
fast and too much farmland and open space is being lost. Or the spark that
prompts a community to feel that it needs a plan may arise from a major
development proposal that promises to have a significant impact on a
community.

When planning is prompted by a problem or crisis, the focus of planning,
not surprisingly, is typically on solving that particular problem. Using
planning as a way of solving current problems can be effective in
mobilizing community support for the planning process. The disadvantage
of the problem-oriented approach is that it is purely reactive, and restricts
the planning process to a relatively narrow band of problems and issues.
Another limitation is that the solutions produced may deal with the
symptoms of the problem, but do not treat the deeper root causes in a way
that could achieve a more lasting solution. In addition to these, beginning
the planning process by identifying problems and deficiencies is a
fundamentally negative way of approaching planning. It focuses attention
on what is wrong with a community, rather than on what is right and good.

The Strategic Issues Approach

A third way of approaching planning is to drop
the comprehensive approach, instead focusing
on identifying strategic issues. What distinguish
this approach are its selectivity and its
pragmatism. It restricts the number and range of
issues dealt with at any single point in time-- and
focuses attention and energy on issues and
concerns which are most strategically important
and timely.

Strategic issues are typically identified by conducting an analysis
aimed at identifying Strengths, Weaknesses, Opportunities and
Threats (S.W.O.T). First, the community or organization looks at its own
Strengths and Weaknesses. For example, what image does the
community project to outsiders and visitors-- is it positive or negative?
What is the communitys competitive other communities in the region?

The Vision-Oriented Approach

A fourth way of identifying planning issues and of beginning the
planning process is to formulate a vision of an ideal future,
unconstrained by current conditions. Under this approach, citizens engage
in a creative "visioning process" through which they attempt to produce
mental images and rich verbal descriptions of what they would ideally like
their community to be. Formulation of this "vision" then sets the basic
framework that defines the issues that the planning process seeks to
address.
Page 32 of 49

Vision-oriented planning can be effective when there is general
agreement about what makes a community special, and about what the
community should look like in the future. It can also work well in settings

and communities where citizens are not afraid of change, where citizens
are receptive to new ideas, and where there is a climate of respect for
expression of divergent views.

The Asset-Based Planning Approach

The fifth way of identifying issues and beginning the planning
process is to identify the assets and qualities that make a particular
place special and unique. For example, Community developers
undertaking this approach to planning on an Aeta community in Tarlac
may begin planning by asking: "What features and natural resources
distinguish this community and should be preserved? What makes this
community a good place to live and work?"

An asset-based approach to planning is a positive approach to
planning and issue identification. It assumes that one of the most
important purposes of planning is to protect and reinforce what is good
about communities, while avoiding the needless destruction of valued and
irreplaceable resources.

The Human Rights-Based Planning Approach

This approach leads to better and more sustainable outcomes by
analyzing and addressing the inequalities, discriminatory practices and
unjust power relations which are often at the heart of development
problems. Adopting a human rights-based approach may not necessarily
change what we do, but it will raise questions about how we do it.

As stated before, a human rights-based approach provides both a
vision of what development should strive to achieve (to secure the
freedom, well-being and dignity of all people everywhere), and a set of
tools and essential references (human rights standards and principles). It
is essentially based on the values, standards and principles captured in
the UN Charter, the Universal Declaration of Human Rights and
subsequent legally binding human rights conventions/treaties. It not only
defines the subjects of development, but it also translates peoples needs
into rights, recognizing the human person as the active subject and claim-
holder. Human rights provides a policy focus crosscutting development
sectors, which is to be incorporated in all programs including within
agriculture, health, education, justice etc.

Thus this approach to community development planning is about
safeguarding basic rights both during planning and implementation
and should be a guide in program design and resource allocation at all
Page 33 of 49
levels. Also it is about promotional measures where needed for rights of
indigenous peoples, children, workers or the right to information.

Human rights are not only a concern of the courts or the Human
Rights Commission but shall be respected and promoted at all levels
including governments, organizations, community developers and by you
as an individual. (from: A Human Rights-based Approach to Development
Programming in UNDP Adding the Missing Link)

It is important to note that the individual approaches presented here
need not be pursued in a pure form, to the exclusion of all others. In fact,
in pursuing community based planning processes, it is quite legitimate and
appropriate to employ a mixture of these approaches, and/or to employ
different approaches at different points in time. The secret to effective
and successful planning is to design the planning process to fit local
circumstances.

GUIDELINES IN COMMUNITY DEVELOPMENT PLANNING

In his article, To Produce an Effective Plan You Need a Plan for
Planning(Department of Urban and Regional Planning, University of Wisconsin-
Madison, Extension Report 97-2, 1997), Gene Bunnell identified steps or
procedures on community development planning. You may consider all elements
simultaneously but carefully when you develop a plan for a specific community:

1. CD Planning should be people-centered. Involve citizens in all steps of
the CD Planning process to make it participative and empowering.

The effective and genuine participation of communities is at the
heart of Community Planning. "Community designers draw out of
people their heroic insights and find ways with them to implement
plans." Richard Meier, Architect, Community Design Primer, 1990

2. Identify the issues facing the community in order to select an approach
to planning. Go back to the Approaches to Community Development
Planning and choose an appropriate approach/es to your chosen
community

3. Collect and analyze data

For example, during strategic planning, planners often conduct a
"SWOT analysis". (SWOT is an acronym for considering the
organization's strengths and weaknesses, and the opportunities and
threats faced by the organization.) During this analysis, planners also
can use a variety of assessments, or methods to "measure" the
improvement of systems.

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Image from http://destinationmali.org
4. Define community goals and objectives.

Based on the analysis and alignment to the overall mission of the
plan, community development planners establish a set of goals that
build on strengths to take advantage of opportunities, while building up
weaknesses and warding off threats. Objectives are selected to be
timely and indicative of progress toward goals.

5. Evaluate alternatives.
A variety of approaches to
solving existing problems should
always be considered. These
alternatives and their predicted
impacts provide the community with
options for both accommodating and
instigating change. Evaluation of the
alternatives focuses on their physical and financial impact on the
community and the prospects for developing strategies that could
feasibly implement them. The evaluation should also be the focus of
public review and discussion.

After examining the implications of each alternative, the next step
is to select the one alternative that provides the best combination of
creating positive future conditions and solving current problems. Often
the alternative selected may be a combination of the various
alternatives examined.

6. Develop, adopt, and implement the plan.

Here, policies and programs are developed to be implemented.
Planning involves more than just coloring a map or filling up vacant
areas with uses. Policies and programs need to be articulated that will
be a meaningful guide to local decision making. Plans should therefore
include written text and tables summarizing the reasons supporting
those policies and programs. The plan document may also contain
maps and other graphics which depict existing conditions and the future
objectives of the community.

Once a plan is adopted, no decisions related to development,
public facility development and budgeting should be made without
considering whether the decisions are consistent with the plan.
Implementation tools also need to be developed and adopted as
outlined in the plan to ensure that the day-to-day decisions of the local
government carry out the plans goals. Plans that acknowledge the
ways in which local decisions are made and which provide real
guidance for local decision-making will be the most meaningful.

Page 35 of 49
7. Continually evaluate the effectiveness of the plan and update as
necessary.

Plans are not meant to be static documents. Monitoring and
evaluating the effectiveness of the plan is a critical, yet often forgotten
step in the planning process. Communities need continually to reassess
the relevance and meaning of the plan to ensure its effectiveness.

Plans need to be updated as situations change. It is important that
mechanisms be built into the planning process so that existing plans can
be altered to meet emerging challenges. At a minimum, communities
should update plans every five to ten years especially for those with
long-term programs.

8. Acknowledgement and Celebration of Results

This critical step is often
ignored -- which can eventually
weaken the success of many of your
future planning efforts. The purpose of
a plan is to address a current problem
or pursue a development goal. It
seems simplistic to assert that you
should acknowledge if the problem
was solved or the goal met. However,
this step in the planning process is
often ignored in lieu of moving on the
next problem to solve or goal to
pursue. Skipping this step can
cultivate apathy and skepticism --
even cynicism -- in your organization.

Don't skip this step. Acknowledge the works and inputs of your
leaders recognize group effort on a certain project and give yourself a
nice pat at the back for your success. After this, everybody will be more
inspired and enthusiastic in their next plans and programs in their
community, eventually making your over-all planning and organizing a
great success
Page 36 of 49
COMMUNITY DEVELOPMENT PLAN

In Civic Welfare Training Service, a
Community Development Plan (CDP) is
necessary to enable you to design and
implement a good project in your
chosen/partner communities.

A community development plan is a
written document, a tool created by community
members and organizers (Flo Frank and Anne
Smith, The Community Development
Handbook, A Tool to Build Community
Capacity). It outlines the following things:

where the communities are now (community strengths,
weaknesses, resources);
where the communities want to be (the ideal future for your
community);
the general direction that the community want to take to close the
gap between where they are now and where they want to be;
the specific actions within each general direction required to close the
gap;
the resource and capacity issues that need to be addressed; and
how success will look like, and how to tell when they have been
successful.

Community plans are developed based on the logic and structures of the strategic
planning process. The logic of this process takes you from a broad-based vision to
specific actions and action plans. The process links vision, goals, objectives and
action into a logical and inter-related structure.

As future community developers, you need to pay special attention to several
factors whenever you make a plan. Involving the people, identifying their resources,
issues and needs will make a big difference to a successful plan. A good background
of the community will also provide you with ample information to help you plan for an
excellent project for them.

Below is a community development plan format which will guide you in preparing
for a program that will benefit your chosen community. This has been inspired by the
Universitys Office for Community Development matrix on community development
plan. It has been revised and designed according to the needs of the CWTS
program.

Page 37 of 49
CWTS Community Development Plan Format/Guide

A. General Information

Project Title:
(What you will call your project, here are some examples: Clean and
Green 2010; Read and Write for a Future thats Bright; Tepok Bulate and
Kasibulan: Football from the Grassroots)

Target Community/Beneficiaries: (Include the race/group and location)

Community Background:

Briefly describe the situation in the community. You may conduct an
ocular inspection, interview key persons in the community, consult
your college community coordinator and review the community profile.

Outline the problems and needs of the target beneficiaries and
briefly describe how the project intends to address these.

Describe other projects/program in community and how this project
will contribute to the over-all development objectives in the selected
community.

B. Objectives:

General Objective:

State the over-all direction/ longterm objective in the / of the
community. (Use the Blooms Taxonomy of Objectives as your guide

in making objectives; you may also see a diagram of this in the Lesson
Planning topic)

Specific Objective:

Specific Objectives are the short term, more immediate and are
component details of the general or long-term objective. Specific
objectives must show output and specific performance indicators.

Specific Objectives must be SMARTER; Specific, Measurable,
Attainable, Realistic, Time-bound in character, Extending and
Rewarding

Page 38 of 49

Below is a the format of a CDP (Community Development Plan)

The NSTP CWTS Community Development Plan Matrix*

Activities Time Frame Output Resources/Materials Cost

Preparation:

(How was the project Give an What
Things that you will utilize

conceptualized and estimated time output or Projected

during this stage.

planned? Steps that you line for each
result is
cost/

expected

take/will do as a stage here

expenses

of each

preparation for the
during this

stage?

phase

project. Explain briefly.)

Actual Activities:

Give an What Things that you need Projected

(How it will be estimated time output or during the cost/

implemented? What are line for each
result is implementation. expenses

expected

during this

the roles of each group stage here

of each

phase

or member in the

stage?

implementation of the

project? Steps on how

the project will go about)

Post-implementation

Activities: Give an What Things that you need Projected

estimated time output or during the monitoring/ cost/

(How it will be assessed/ line for each
result is evaluation. expenses

expected

during this

evaluated? Review your stage here

of each

phase

stated project objectives,

stage?

expected outputs,

phasing and direction.

How will you analyze the

effectiveness of the

project)

* Inspired by the universitys Office for Community Development matrix on community development plan

SAMPLE MATRIX
Activities Time
Frame
Output Resources/
Materials
Cost
Preparation:

Ocular/Visitation to the
area was done, with it the
meeting with the
community leaders, local
govt officials and parents,
for the evaluation of the
needed project. After the
ocular, a proposal was
given to cater to the cited
concern during the caused
by dirty surrounding.

May 1 to 25

Answers to survey
and beneficiaries
health profile

Project proposal
for Childrens
Health care

Signed MOA

Survey
questionnaires
Profile sheets
Vehicle
Computer unit

Paper, pens,
folders

Print outs
P575.35
Gas P1,200
PC Rental P50

Pens-old pens
Papers P35
Folders P22
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Weighing and Distribution
of the medicines

(speaker: Dr. Garcia;
ushers and materials
group A; food Marie and
Lee; venue and sound sys
Nanay Kelly; grounds
clearing group B;
medicines group C;
weighing Group D)

June 23 Projector
PC/laptop

Vehicle

Board and
Markers

Sound system

Weighing scale
From the office

Gas P1,200

From the office

Rental
P600/day

P250
Implementation:

Feeding and Exercise
(groups A,B cooking;
groups C,D exercise; this
changes every week)

Final Weighing (materials
leaders, weighing all the
rest)

Week 2 to 5

Week 6

Food

Number of kids
who took the
exercise

Final weight

Food ingredients

Sound system

Water

Weighing scale

Budget
P2,000/meeting
Rental
P600/day

P65 per gallon

Previous
purchase
Post-implementation:

Give a post-survey to the
beneficiaries regarding
their evaluation of the
program.

Post-meeting with the
group for data evaluation
and terminal report

October 23-
25

Answered survey
forms

Terminal report
and
recommendation

Vehicle
Photocopy
service

Computer unit
Folder
Envelopes

Gas P1200
Print outs
P575.35
Gas P1,200
PC Rental P50

Free
Materials
P357.35

You may download the CDP format from the Documents link in eLEAP

Page 40 of 49
Generalization:

The heart of Community Development Planning is about collective /
collaborative working and it should be integral to the various planning and service
delivery functions of an institution and its partner communities. Through Community
Development Planning, you will become aware of real-life
situations in different communities. You will experience a
change within yourselves and soon your studies, researches
and whatever resources you have are eagerly used to find ways
toimprove the lives of the people in the community. This
becomes apparent when you start planning, do volunteer work,
and give off your time and talent for the betterment of the
community.

Remember that planning is a tool, and it is people and
their commitments to action that make a plan come alive and make it work. A
desirable outcome of all these is the contribution that you can give to the community
and that is empowerment. The community slowly realizes that it has the power, the
skills and the confidence to take care of itself and be self-sufficient, because you
have planned out a program for them.

Naturally it would be wishful thinking to assume that this can happen
overnight but YOU, as learners are reassured when you will realize that you have
helped in planting the seeds of empowerment.

May this reflection note below from one of our former CWTS student inspire you
more in the process of community development planning. We hope that you will also feel the
same joy and fulfillment when you go out in our partner communities next semester. Good
luck!

My CWTS Off-campus Experience

The best scene I can remember was when I and my group mates
were working hand in hand with the people in NTA, Montalban,
Rizal. Suddenly I forgot about my plates, school, money, and
everything else that didn't matter at that time. We were so focused
doing the job, our mural painting for school rehabilitation because we
wanted to help. We wanted to be able to do something, maybe for the
first time, not for ourselves but for other people. It was the reality, for
in our hands lie the future of other people. It seems like it would be
hard to do what we have done when we first started. But with the
guidance of our facilitator, and by preparing a simple yet attainable
plan, we were able to execute the kind of service that we have in mind
to help out these people. The smiles in their faces were already enough
to make us realize that all of these community works and planning
experience are worth it.

Page 41 of 49

Many are the plans in the mind of a man, but it is the purpose of the Lord that
will stand. (Proverbs 19:21)

This is the end of Lesson 3.1 and Chapter 6:
Project Development and Management for
CWTS students

My CWTS Off-campus Experience (cont)

Service is something that comes from the heart. It can never be taken. It
can never be forced out of a person. We were there and I felt the urge for my
service. I had to do something and we had to do it all together to make the
most out of our stay there.
(Dandela Mari Cortes, student, UST CWTS 2009)

Page 42 of 49
Lesson 3.2: Lesson Planning

Introduction

Hi! Welcome to the last chapter for the LTS program. In order to complete your
preparation for your teaching in the future, you will now explore on the preparation of
what and how you will teach your learners.

Objectives

After finishing this chapter, you will be able to
a. Explain the importance of having a Lesson Plan.
b. Identify the parts of the Lesson Plan.
c. Design your own Lesson Plan.
d. Prepare learning activities for your designated learners.
e. Formulate objectives for each activity.

Just like the blueprint of the architect, or the script of a play, teachers also need a
plan for their daily activities. This is commonly called a Lesson Plan.

The Lesson Plan

A Lesson Plan serves as a blueprint
for a teacher. It provides the general
framework for the work of the day or term
that would be carried out. According to
Bossing (1952), a lesson plan is a
statement of achievements to be realized
and the specific means by which these are
to be attained as a result of the activities
engaged in day by day under the guidance
of the teacher.

The sole purpose of lesson
planning is the improvement of teaching of
the teachers and of the learning of the
learners. A well- made lesson plan will
give the teacher a feeling of confidence
and security in the classroom. He/ She will
have a definite and appropriate experience
ready to develop with the students.

How does one go about preparing a lesson plan? This problem has puzzled
many teachers. Successful planning for pupil learning is so crucial in the teaching
learning process. We should examine more carefully the basic elements of planning
as in teaching competence, in as much as good teaching and effective planning go
hand in hand.

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Basic Steps in Lesson Planning

1. Formulate goals and aims to accomplish.

You should plan challenging goals for the students in according to their
abilities. Aims or objectives should be specific, attainable and measurable.

2. Selecting and organizing the subject matter.

The teacher should anticipate situations that are to be met, what
materials, activities, information, understanding and skills are necessary to
achieve the goals. It is recommended that the subject matter must be selected
as closely as possible to solve or understand daily activities and problems of
the students. Lastly, you must possess a mastery of the subject matter,
because it is the teacher who will provide the focus and direction of classroom
experiences.

3. Determining the methods or procedures in planning.

The teacher must determine how to proceed in developing the subject
matter or accomplish the aims set up in the lesson plan. You should try to
incorporate a variety of procedures into the plan so that maximum efforts will
be secured from the pupils, individual differences will be met , and boredom
could be avoided. This includes the art of questioning, motivation and
teaching strategy.

Example:
If you are teaching Mathematics to a grade one pupil and the topic is
counting numbers, you can use colorful Popsicle sticks for you to get his/her
attention. Then give a number and ask him/her to count using the Popsicle
sticks.

4. Evaluating the effectiveness of the procedure.

Intelligent teaching requires evaluation. Evaluation must be focused on
the teaching and learning of the pupils, the ability of an effective teacher to
evaluate the growth of each pupil will be a factor to determine whether the
teacher succeeded or not in teaching the subject matter. This includes
recitation, quizzes and reviews.

5. Revisions

The plan must be flexible to make any necessary change possible.

6. Giving the assignment.

An assignment is another important phase of teaching. The
fundamental aim of the assignment is to give pupils definite work to do and to

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guide and to stimulate them to the performance of such work, which will result
in an educative experience. It must bring out the interest of the student to the
past or new lesson.

After knowing the basic steps of making your own lesson plan, let us
now put into application those things. First, I will give you the types of lesson
plans that you can use.

TYPES OF LESSON PLANS

A. Detailed Lesson Plan - this is the type of lesson plan used by first time
teachers. Just like a script of a play, you write down all the questions and he
expected answers of your students.

Example:

Title: Lesson Plan in Math 1
Objectives:
After the 30- minute lesson the students should be able to:

1. Define counting numbers.
2. Recite the counting numbers from 1- 10.
3. Write the counting numbers from 1-10 in a piece of paper.

Subject Matter/ Topic: Counting numbers
Materials: Popsicle sticks, pen, paper, glue

Procedure:

Teachers Activity
Good Morning
class! Today we will
discuss counting
numbers. Can you give
me the definition of a
counting number?

Students Activity
Yes Maam, it is a number
that doesnt include zero,
fractions and negative
numbers.

(In detailed lesson plan you need to write down all the
questions that you will ask during the discussion and the expected
answers from your students)

Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10
points)

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B. Semi- Detailed Lesson Plan- It simply contains the lesson procedures
and guide questions for students.

Example:

Objectives:


Procedure:
1. What is a counting number?

2. What are the characteristics of a counting number?

(Just give the essential /guide questions that will be used in the
discussion.)

Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10
points)

C. Brief Lesson Plan- It contains very short description of the activity and is
usually guided by a course outline.

Example:

Objectives:

Procedure/ Activity: Pre test and Post test

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BASIC PARTS OF A LESSON PLAN

1. Title- this usually includes the type of lesson plan that you will use, the
name of the teacher and the date of teaching

2. Objectives- here you will place your aims or objectives for your lesson
plan. It must be clear and measurable. This is stated by the phrase
At the end of the lesson the students are expected to...

3. Subject Matter- this provides the main facts and concept of the lesson.

4. Materials- this includes the instructional materials you will use. This may
be the blackboard, visual aids or a projector.

5. Procedure- this includes the lesson proper, specifically the teacher and
student activities/ It is in a two column form, one side for the teachers
activity and one for the student activity.

a. Motivation - in a detailed lesson plan, we write here the opening
prayer, the greetings and the motivation that we will use (such as a
quotation, a game or an anecdote).

b. Discussion- here you place the main content of your subject matter.
This also includes the guide questions and expected answers of the
student.

C.Summary/Closing Activity- you write here the closing remarks,
summary and generalization of the lesson.

6. Evaluation or Assignment - this serves to measure the learner or
students comprehension or their preparation for the next lesson.

At the most, teachers teach only one subject at a time, but there is a day
when they are assigned to teach all the subjects. Time may be devoted to the
preparation of the materials other teaching aids. So to make it easier for you,
you may use the lesson plans shown above as a guide.

OBJECTIVES

If a teacher wants to teach her lesson very well he/ she must have a blueprint
that will serve as a guide throughout the session. Just like an architect who wants to
build a house or a building he must first have the idea on how he wants it to look like
and then draw it afterwards. The very first step in making a lesson plan is formulating
the objectives; these are the things that the teacher wants to attain at the end of
every lesson.

One of the most popular proponents of education, Benjamin Bloom invented
the so called Blooms Taxonomy (figure 1.1).

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Image from: http://www.teachthought.com/

Blooms Taxonomy Objectives
Figure 1.1

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There are three domains of educational activities according to Benjamin
Bloom. First is the cognitive domain which focuses mainly on mental skills
(Knowledge). Second is the affective domain that concentrates on the growth in
feelings or emotional areas of a child (Attitude). And lastly the psychomotor
domain includes physical movement, coordination and use of motor skills.

The diagram gives emphasis on the five levels of cognitive domain (central
circle) namely Remember/Understand, Apply, Analyze, Evaluate and Create.

As for you who are still new in the field of teaching Blooms Taxonomy will
help you in formulating your objectives because it already provides the right
words/verbs to be used (Third circle from the outside) and suitable activities for you
to be able to meet the objectives that you want your students to learn (second circle
from the outside).

There are so many activities that you can give to your students. In fact you
can create your own if you want to. For example, if you want your students to
understand a particular text (see figure 1.1). You should select he right verb under
comprehension to be able to formulate a right objective and choose from the
activities that falls under it. Remember to take into consideration the capability of
your learner before choosing the activities. Ask yourself will he/she be able to do or
answer that?, Is the activity suitable for his/her age and capabilities?

Take note of the following examples:

1. Topic: Rational numbers
Objective: To solve an equation involving rational numbers .

Exercise: 2 + 2 1/2 =___

2. Topic: Events in World History
Objective: Outline the important events in world history
Activity: Make the student fill a blank time line

These are just some of the sample objectives and activities for a certain topic/s.
always remember to make your objectives very specific so you would know if you
were able to meet them and make the activities suitable for your learner.

This is the end of Lesson 3.2 and Chapter 6:
Lesson Planning for LTS students

Page 49 of 49
Bibliography

WEBSITES:

http://www.cio.ca.gov/Government/IT_Policy/pdf/PM1.3_Overview_What_is_a_Proje
ct.pdf

http://www.barnardos.org.uk/communityprofiling.pdf

http://www.census.gov.ph/

http://www.bulacan.gov.ph/map/topography.php

http://www.teachthought.com/

TEXT:

A Human Rights-based Approach to Development Programming in UNDP Adding
the Missing Link

All Student Leaders: Community Development Forum, Orientation Materials;
USTOCD

Flo Frank and Anne Smith, the Community Development Handbook, A Tool to Build
Community Capacity

Fundamentals of project management By James P. Lewis, AMACOM Div American
Mgmt Assn, 2007

Pictures of Achievements and Current Programs of the NSTP Program Academic
Year

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