Session Objectives

A. identify issues and concerns in lesson

planning;
B. recognize solutions to issues and
concerns;
C. discover realizations and insights on
issues , concerns and solutions gained;
D. design a lesson plan.
 Activity 1

ISSUES & CONCERNS RESOLUTIONS

( Airisian 1994) the instructional process is
made up of three (3) steps:

1. Planning Instruction
2. Delivery of instruction
3. Assessment of learning
 Lesson Planning
Lesson planning is a way of planning instruction.
Lesson planning is a way of visualizing a lesson
before it is taught.
Scrivener ( 2005) , planning lesson entails
“ prediction , anticipation, sequencing, and
simplifying.”
Lesson Planning is a critical part of the teaching and
learning process
Objectives of Lesson Planning
The objective of lesson
planning is LEARNING.

Lesson planning is a
hallmark of effective
teaching.
 What do I want them
to learn ( What
should be taught?)

How will I check for What teaching and

understanding ( How learning activities will
should learning be I use? ( How should it
assessed?) be taught ?)
1. Direct Instruction- is systematic, structured and
sequential teaching. It’s basic step is presenting the
material. Explaining and reinforcing it. According to
Borich (2001), direct instruction method are used to
teach facts, rules and action sequences. Direct
Instruction method include compare and contrast,
demonstrations, didactic questions, drill and practice,
guides for reading, listening and viewing lecture.
2. Indirect Instruction- is a teaching strategy in which
the learner is an active and not passive participant.
Indirect instruction method s are used for concept
learning, inquiry learning and problem–centred
learning (Borich 2011). Indirect Instruction methods ,
include case study, cloze procedure, concept
formation, inquiry problem solving, reflective
discussion, etc.
3. Interactive Instruction- is teaching that
addresses learner’s need 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.
4. Experiential Instruction- is teaching students
by directly involving them in a learning
experience. This strategy emphasizes the
process not the product of learning.
Experiential learning methods include games,
experiments, field trips, model building, field
observation, role play, simulations, etc.
5. 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.
1. Identifying clear lesson and learning objectives
while carefully linking activities to them , which is
essential for effectiveness
2. Creating quality assignments , which is positively
associated with quality instruction and quality
student work.
3. Planning lessons that have clear goals , are
logically structured , and progress through the
content step-by step
4. Planning the instructional strategies to be deployed
in the classroom and the timing of these strategies
5.Using advance organizers , graphic organizers,
and outlines to plan for effective instructional
delivery
6 .Considering student attention spans and
learning styles when designing lessons
1. Outline learning objectives
2. Develop the introduction
3. Plan the specific learning activities
(the main body of the lesson)
4. Plan to check for understanding
5. Develop a conclusion and a preview
6. Create a realistic timeline
1. Outline learning objectives
• What is the topic of the lesson?
• What do I want students to learn?
• What do I want them to understand and be
able to do at the end of the class?
• What do I want them to take away from
this particular lesson?
2. Develop the introduction
• How will I check whether students know anything about
the topic or have any preconceived notions about it?

• What are some commonly held ideas (or possibly

misconceptions) about this topic that students might be
familiar with or might espouse?
• What will I do to introduce the topic?
3. Plan the specific learning activities
(the main body of the lesson)
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?
• What will students need to do to help them
understand the topic better?
4. Plan to check for understanding
• What questions will I ask students to check for
understanding?
• What will I have students do to demonstrate that they
are following?
• Going back to my list of learning objectives, what activity
can I have students do to check whether each of those
has been accomplished?
5. Develop a conclusion and a preview
• State the main points yourself (“Today we talked about....”)
• Ask the student to help you summarize the lesson

• Ask all students to write down on a piece of paper what

they think were the main points of the lesson
• Review the students answers to gauge their
understanding of the topic and then explain anything
unclear the following class
• Conclude the lesson not only by summarizing the main
points, but also by previewing the next lesson.
6. Create a realistic timeline
• Estimate how much time each of the activities will
take, then plan some extra time for each.
• When you prepare your lesson plan, next to each
activity indicate how much time you expect it will
take.
• Plan a few minutes at the end of class to answer
any remaining questions and to sum up key
points.
• Plan an extra activity or discussion
questions in case you have time left.
• Be flexible – be ready to adjust your
lesson plan to students’ needs and focus
on what seems to be more productive
rather than sticking to your original plan.
 Objectives
 Content
 Learning Resources
 Procedures
 Assessment
 Remarks
 Reflection
Knowledge
Skills
Attitude
Values
 Detailed Lesson Plan
Objectives - the lesson plans objectives are
statements that describe the expected learning
outcomes of the learners at the end of the lesson. The
objectives specify what students need to learn and
thereby guide learners in carrying out the lesson
activities. They also direct the teacher in selecting
appropriate learning resources and methods to use in
teaching. The lesson objectives should be also the
bases for assessing student learning before, during and
after the lesson.
The lesson plan objectives “ (1) describe a student
behaviour that should result from instruction; (2)
state the behaviour that can be observed and can
be assessed; and (3) indicate the content on which
the behaviour will be performed, Airisian (1994).”

Lesson plan objectives should be aligned with

curriculum standards and must be stated in terms
of what learners can/ will be able to do at the end
of the lesson.
 OBJECTIVES
A. Knowledge
 The fact or condition of knowing something
with familiarity gained through experience
or association.
CATEGORIES BEHAVIORAL VERBS

Remembering- the
learner can recall Identify, retrieve,
information and recognize, duplicate,
retrieve relevant list, memorize,
knowledge from long repeat, describe,
term memory reproduce
Examples

Recognize characters in the story;

Identify characters in the story;

 OBJECTIVES

CATEGORIES BEHAVIORAL VERBS

Understanding- Interpret,
the learner can exemplify,
construct classify,
meaning from summarize, infer,
oral and written compare, explain,
graphic paraphrase,
messages discuss
EXAMPLES:
Compare the characters of the story using
utterances

Classify character based on utterances

 B. Skills
Skills- the ability and capacity acquired through
deliberate , systematic, and sustained effort to
smoothly and adaptively carryout complex
activities or the ability coming from one’s
knowledge , practice, aptitude, etc., to do
something
 CATEGORIES BEHAVIORAL VERBS

Applying- the learner Execute, implement,

can use information to demonstrate,
undertake a procedure dramatize,
in familiar situations interpret, solve, use,
or in a new way illustrate, convert,
discover
Analyzing- the learner Differentiate,
can distinguish between
distinguish, compare,
parts and determine how
they relate to one another contrast, organize,
and to the over all outline, attribute,
structure and purpose deconstruct
 CATEGORIES BEHAVIORAL VERBS

Evaluating - The Coordinate, measure,

learner can make detect, defend,
judgements and judge, argue, debate,
justify decisions. describe, critique,
appraise, evaluate

Creating – The Generate,

learner can put hypothesize, plan,
elements together to design, develop,
form a functional produce, construct,
whole, create a new formulate, assemble,
product or point of devise
view.
 Examples: _____ (mins.)
Use graphic organizer to describe
Applying the characters in the excerpt

Compare characters according to

Analyzing traits
 Express agreement and
Evaluating disagreement through
a debate

Design information
Creating
drive indicating the
message of the
material read
C. Attitude
-growth in feelings or emotional
areas. A settled way of thinking
or feeling about something or
something typically one that is
reflected in a person’s behaviour.
 CATEGORIES BEHAVIORAL VERBS

Receiving Ask, choose, describe,

Phenomenon erect, follow, give,
Awareness, hold, identity, locate,
willingness to hear, name, point to, reply,
selected attention select, sit, study, use
 CATEGORIES BEHAVIORAL VERBS

Responding to
Phenomenon Aid, answer, assist,
Active participation comply, conform,
on the part of the discuss, greet, help,
learners. Attends and
label, perform,
reacts to particular
practice, present,
phenomenon. Learning
outcomes may emphasize read, recite, report,
compliance in responding, select, tell, write
willingness to respond, or
satisfaction in responding
(motivation)
 CATEGORIES BEHAVIORAL VERBS
Valuing
Attaches to a particular Work, complete,
object, phenomenon, or demonstrate,
behavior. This ranges from differentiate,
simple acceptance to the explain, follow,
more complex state of form, initiate,
commitment. Valuing is invite, join,
based on the propose, read,
internalization of a set of report, select,
specified values, while share, study
clues to these values are
expressed in the learner’s
overt behavior and are
often identifiable.
 CATEGORIES BEHAVIORAL VERBS
Organization
Adhere, alter,
Organizes values into
arrange, combine,
priorities by contrasting
compare,
different values,
complete, defend,
resolving conflicts
explain,
between them, and
formulate,
creating a unique value
generalize,
system. The emphasis is
identify,
on comparing, relating
integrate, modify,
and synthesizing values.
order, organize,
prepare, relate,
synthesize
 CATEGORIES
Internalizing Values
(Characterization): Has
a value system that
controls their behavior. The
behavior is pervasive,
consistent, predictable,
and most importantly,
characteristic of the
learner. Instructional
objectives are concerned
with the student’s general
patterns of adjustment
(personal, social,
emotional).
BEHAVIORAL VERBS
Act, discriminate,
display, influence,
listen, modify,
perform, practice,
propose, qualify,
question, revise,
serve, solve,
verify
D. Values
- A learner’s principles or
standards of behavior;
one’s judgement of what is
important in life.
Go beyond learner’s life on earth,
include more than wealth and fame,
and would affect the eternal destiny of
millions.
 CATEGORIES BEHAVIORAL VERBS

Receiving Ask, choose, describe,

Phenomenon erect, follow, give,
Awareness, hold, identity, locate,
willingness to hear, name, point to, reply,
selected attention select, sit, study, use
 CATEGORIES BEHAVIORAL VERBS

Responding to
Phenomenon Aid, answer, assist,
Active participation comply, conform,
on the part of the discuss, greet, help,
learners. Attends and
label, perform,
reacts to particular
practice, present,
phenomenon. Learning
outcomes may emphasize read, recite, report,
compliance in responding, select, tell, write
willingness to respond, or
satisfaction in responding
(motivation)
 CATEGORIES BEHAVIORAL VERBS
Valuing
Attaches to a particular Work, complete,
object, phenomenon, or demonstrate,
behavior. This ranges from differentiate,
simple acceptance to the explain, follow,
more complex state of form, initiate,
commitment. Valuing is invite, join,
based on the propose, read,
internalization of a set of report, select,
specified values, while share, study
clues to these values are
expressed in the learner’s
overt behavior and are
often identifiable.
 CATEGORIES BEHAVIORAL VERBS
Organization
Adhere, alter,
Organizes values into
arrange, combine,
priorities by contrasting
compare,
different values,
complete, defend,
resolving conflicts
explain,
between them, and
formulate,
creating a unique value
generalize,
system. The emphasis is
identify,
on comparing, relating
integrate, modify,
and synthesizing values.
order, organize,
prepare, relate,
synthesize
 CATEGORIES
Internalizing Values
(Characterization): Has
a value system that
controls their behavior. The
behavior is pervasive,
consistent, predictable,
and most importantly,
characteristic of the
learner. Instructional
objectives are concerned
with the student’s general
patterns of adjustment
(personal, social,
emotional).
BEHAVIORAL VERBS
Act, discriminate,
display, influence,
listen, modify,
perform, practice,
propose, qualify,
question, revise,
serve, solve,
verify
 CONTENT STANDARD

This pertains to the

subject matter or specific
content that the lesson
aims to teach.
 LEARNING RESOURCES

This is the list of

resources that a
teacher uses to deliver
the lesson
 PROCEDURES
A. Introductory
Activity
- This part introduces the lesson content. It is
usually included to serve as a warm-up
activity to give learners zest for the incoming
lesson and an idea about what is to follow.
B. Activity
- This is an interactive strategy to elicit
learner’s prior learning experience. It serves
as a springboard for new learning.
 PROCEDURES
C. Analysis
- Essential questions are included to serve as a
guide for the teacher in clarifying key
understanding about the topic at hand.
D. Abstraction
- This outlines the key concepts, important
skills that should be enhanced, and the
proper attitude that should be emphasized.
 PROCEDURES

E. Application

- This part is structured to ensure

the commitment of the learners to
do something to apply their new
own environment.
 PROCEDURES
F. Assessment
- Assess whether learning objectives have
been met for a specified duration
- Remediate and/or enrich with appropriate
strategies as needed
- Evaluate whether learning intentions and
success criteria have been met.
 ASSESSMENT METHOD
Assessment Method Possible Activities

a. Observation – Investigation, Role Play,

Formal and informal Oral Presentation,
observations of Dance, Musical
learners’ performance Performance, Skill
or behaviors are Demonstration, Group
recorded, based on Activity, Debate, Motor
assessment criteria & Psychomotor Games,
Simulation Activities,
Science Experiment
 ASSESSMENT METHOD
Assessment Method Possible Activities

b. Talking to Learners/ Hands-on Math

Conferencing – Activities, Written Work
Teachers talk to and & Essay, Picture
question learners about Analysis, Comic Strip,
their learning to gain Panel Discussion,
insights on their Interview, Think-Pair-
understanding and to Share, Reading
progress and clarify
their thinking
 ASSESSMENT METHOD
Assessment Method Possible Activities

c. Analysis of Learner’s Worksheets for all

Products – Teachers subjects, Essay,
judge the quality of Concept Maps/Graphic
products produced by Organizer, Project,
learners according to Model, Artwork, Multi-
agreed criteria media Presentation,
Product made in
technical – vocational
subjects
 ASSESSMENT METHOD
Assessment Method Possible Activities

d. Tests – Teachers, set Skill Performance Test,

tests or quizzes to Open-Ended Question,
determine learners’ Practicum, Pen & Paper
ability to demonstrate Test, Pre and Post Test,
mastery of a skill Diagnostic Test, Oral
Test, Quiz
 REMARKS

- the part of the DLP in which teachers shall

document specific instances that result in
continuation of lessons to the following day in
case of re teaching , insufficient time, transfer
of lessons to the following as a result of
suspension
 REFLECTIONS

- the part of the DLP should be filled out right after

delivery of the lesson. Teachers are encourage to
think about their lessons particularly the parts that
went well and the parts that were weak and write
about it briefly. This part also is where teachers can
share their thoughts and feeling about their lessons
including things about their lesson that were
successfully implemented , need improvement, or
could be adjusted in the future
Sample Lesson Plan