Lesson Planning Powerpoint

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Objectives:

•

• Defne lesson planningDefne lesson planning

•

• Enumerate the parts oEnumerate the parts o

lesson plan

•

• Give the importance oGive the importance o

lesson planning

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Objectives:

•

• Defne lesson planningDefne lesson planning

•

• Enumerate the parts oEnumerate the parts o

lesson plan

•

• Give the importance oGive the importance o

lesson planning

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ACTIVIT: !"#mp$

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A%A!&

I&:_{1.How did you fnd the video}

clip?

2.What do you consider in teaching?

3. What do you think do you need to execute a good

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"O!IC G'IDE!I%E&

O% DAI! !E&&O%

"(E"A(ATIO% )O(

T*E + TO ,- .A&IC

ED'CATIO%

"(OG(A/

A.&T(ACT IO%:

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"lanning lessons

• undamental to ensuring the

delivery o teaching and learning in schools.

• !hese guidelines aim to

support teachers in

organi"ing and managing

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!hese guidelines a$rm the role o the % to 12 teacher as a acilitator o learning. &reparing or lessons through the Dail4 !esson !og 5D!!6 or Detaile0 !esson "lan 5D!"6 and provides teachers with an opportunity or re(ection on what learners need to learn) how learners learn) and how *est

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Dail4 !esson !og 5D!!6 is a template teachers use to log parts o their daily lesson.

Dail4 !esson "lan 5D!"6 is teacher+s roadmap or a lesson. ,t contains detailed description o the steps a teacher will take to t h ti l t i

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&&!,

0

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A# Instructional "rocess

1. planning ,nstruction

3. assessment o learning 2. delivery o instruction

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.# !esson "lanning

• way o planning instruction.

o critical part o the

teaching and learning process.

• o*ective is learning.

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Elements o Instructional planning or e7ective

teaching:

• identiying clear lesson and

learning o*ectives

• creating 5uality assignments

• planning lessons with clear

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• 6sing advance organi"ers

• 7onsidering student attention

spans and learning style.

• /ystematically developing

o*ectives) 5uestions and

activities that re(ect higher level and lower8level

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Importan

ce

of

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 _increases _teacher8s

chances o carr4ing out lesson successull4

 _inculcates _re9ective

practice as it allos teachers to thin; about their teaching

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Elements

of

Lesson

Plan

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A lesson plan serves as

a teacher8s <roa0 map=

or a particular lesson#

It is a gui0e or

instruction an0

contains 0etails o hat

a teacher an0 learners

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xperts agree that a lesson plan should aim to answer the ollowing 5uestions 9:irginia ;epartment o ducation<=

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. What should *e

taught?

!eachers need to ollow the

Curriculum Gui0e 5CG6

o

the learning area *eing

taught.

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riculum Gui0e 5CG6 inclu0

1.7ontent /tandards

8 essential knowledge that

students need to learn

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2. &erormance /tandards

8 the a*ilities and skills

learners

need

to

demonstrate in relation to

the knowledge they have

learned

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3. -earning 7ompetencies

8 the knowledge) skills) and

attitudes learners need to

demonstrate in every lesson.

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>. How it should *e

taught?

With a lesson plan) teachers can predict which parts o the lesson learners will have di$culty understanding. !eachers can then prepare strategies that help learners learn) *uild learners+ understanding and respond to

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7. How should learning *e

assessed?

#ective teachers do not only prepare lesson plans)

they also prepare an

assessment plan or

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!his also means that a

lesson

plan

should

em*ody the unity o

instruction

and

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C# "A(T&

O) A

!E&&O%

"!A%

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*. clariy concepts rom the

previous lesson that learners

had di$culty understanding

. >@0 !H -//0

a. review the previous

lessonAs

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e. state the new lesson+s

o*ectives as a guide or the learners.

c. introduce the new lesson d. inorm the class o the

connection *etween the old

and new lesson and esta*lish a purpose or the new lesson

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>. !H -//0 &0&

;uring this time) the teacher presents the new material to the class.

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!he time when a teacher

Bexplains)

models)

demonstrates) and illustrates

the concepts) ideas) skills) or

processes that students will

eventually internali"eC

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!eachers

convey

new

inormation to the learners)

help them understand and

master

that

inormation)

provide

learners

with

eed*ack)

and

regularly

check

or

learners+

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7. @! !H -//0

!his

can

*e

done

through di#erent Bwrap8

upC activities.

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!eachers can provide a summary o the lesson or ask students to summari"e what they have learned.

!eachers can also ask

learners to recall the lesson+s key activities and concepts.

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!he lesson closing is meant to reinorce what the teacher has taught and assess whether or not learners have mastered the day+s lesson.

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;.

,nstructio

nal

Dodels)

/trategie

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• ,nstructional model is a

teacher+s philosophical orientation to teaching.

• ,nstructional strategy is a

teaching approach in(uenced *y di#erent educational

philosophies while

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,nstructional /trategies=

 _{Direct instruction}

systematic) structured and se5uential teaching

 _{In0irect instruction}

learner is an active and

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 ,nteractive instruction

learners+ need to *e active in their learning and interact with others

 xperiential instruction

directly involving in the learning experience

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.

@!6

/ 0@ %812

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

_{&piral "rogression}



_{Constructivism}

8 learners as active

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

_{Di7erentiate0}

Instruction

> 9di#erentiation< means providing multiple learning option in the classroom so that the learners o varying

interests) a*ilities and

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

_{Conte?tuali@ation}

8 educational process o relating the curriculum to a particular setting) situation) or area o application to

make competencies

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localization

relating curriculum content o information and materials

Indigenization

enhancing curriculum

competencies, learning resources and instructional process (geographical socio-cultural and

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@. ,7!

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,0

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ICT

• ,normation Fhandling tools

that used to produce)

process) store) distri*ute and exchange inormation 9nderson 2G1G<

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ICT Integration in

Teaching an0

!earning

•

• ll processes and activitiesll processes and activities

with the use o technology

that will help promote

learning and enhance the

a*ilities and skills o *oth.

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G# DAI! !E&&O%

!OG 5D!!6

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!

!eachers with eachers with at least one at least one 91< year o91< year o

teaching experience) including

teachers with private school and

higher education institution 9H,<

teaching experience) shall not *e

re5uir

re5uired to ed to makmake a e a ;etailed ;etailed -esson-esson

&lan 9;-&<.

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Deanwhile) ewly8hired

teachers without

proessional teaching

experience shall *e re5uired

to prepare a daily ;etailed

-esson &lan 9;-&< or a year.

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;-& 

;--@0D!

@0D!

,ncludes the ,ncludes the ollowing parts= ollowing parts= 0*ectives) 0*ectives) 7ontent) -earning 7ontent) -earning esources) esources) &rocedures) &rocedures) 

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I

I## DD!!!!

Objectives

Objectives F includes F includes

7ontent

7ontent /tandar/tandards)ds)

&erormance /tandards) and

7ompetencies.

Content

Content F topic or su*ect F topic or su*ect

matter.

Learning Resources

Learning Resources FF

includes the particular pages

o the !E) -D)

o the !E) -D) text*ook) andtext*ook) and

the additional

the additional materials rommaterials rom

the -D;/ portal. ,t can also

includes the supplies)

e5uipment) tools and other

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Procedures

Procedures F this part oF this part o

the ;-- contains 1G parts

including=

1.

1. evevieiewiwing prng prevevioiousus

lessonAs or presenting the

new lesson.

2.

2. sstata*li*lishishing ng a a pupurprpose ose oorr

the lesson will motivate

the learner to learn the

new lesson.

3

3.. &&rreesseennttiinngg

exa

examplesAinstances o mplesAinstances o thethe

new shows instances o

the content and

competencies. !his is also

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I. 7ontinuation o the discussion o new concepts leading to the second ormative assessment that deepens the lesson and shows learners new ways o applying learning. !he teacher can use pair) group) and team work to help learners discuss the lesson among themselves. J. ;eveloping mastery) which

leads to the third ormative assessment) can *e done

through more individual work activities) such as writing)

creative ways o representing learning) dramati"ing) etc. !he teacher shall ask learners to demonstrate their learning

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K. @inding practical

applications o concepts and skills in daily living. L. Daking generali"ations

and a*stractions a*out the lesson.

M. valuating learning is a way o assessing the

learners and whether the learning o*ectives have *een met.

1G.dditional activities or

application or remediation will *e *ased on the

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Remarks F indicate special cases including *ut not

limited to continuation o lesson plan to the ollowing day.

Reection F re5uires

teachers to re(ect on and assess their e#ectiveness.

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2. ;-&

&arts o ;-&

I# Objectives

II# &ubject /atter Topic: eerenceAs= 7oncept &rocesses 9/cience 0nl :alues= Daterials=

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III# !earning E?periences" . ;aily outine >. eview 7. Dotivation ;. &resentation . Eenerali"ation

@. pplicationA @ixing skills IV# Evaluation

V# AssignmentAgreement VI# (emar;s

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&lease take note that

D%/ and

@-7!,0 portions

should *e included

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;--/ample ;-- 9nglish<

>lank

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/ample ;-- 9@ilipino<

>lank

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/ample ;-& in D!H

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• OBcial &tatement on the

appeal or the recall o DepE0 DO $-1 s# -2,3

5"olic4 Gui0elines on Dail4 !esson "reparation or the + to ,- .asic E0ucation

"rogram6 0ate0 ul4 -1 -2,3

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OBcial &tatement on the appeal or the recall o DepE0 DO $-1 s# -2,3 5"olic4

Gui0elines on Dail4 !esson "reparation or the + to ,- .asic E0ucation "rogram6 0ate0 ul4 -1 -2,3

• !he new ;-- ormat is simply meant as a

planning tool or teachers in terms o *udgeting time and choosing the most appropriate activities and assessment

strategies to ensure that learners meet the competencies targeted in each lesson.

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• !he guidelines also allow teachers to prepare

lessons colla*oratively and encourage seasoned or veteran teachers to mentor novice teachers in preparing or daily lessons.

• esearch has shown that a common trait that

e#ective teachers share is planning) preparing or) and re(ecting on their teaching

• !he ;epd 0rder was issued to accompany the

changes in the curriculum) and changes in the curriculum also re5uire greater capacity in

teaching. !he ;epd is committed to ensure that its teachers are not only e#ective *ut also capa*le o delivering 5uality instruction on a daily *asis

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!tructured Lesson Pla

nning"mp#

A""!ICATI O%:

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Prepare $LP and $LL per subject area"

"A(T II:

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%

&f the plan doesn't ork, change the plan but never

the goal