Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 4 Learning Area: Practical Research 1 Grade Level: 11 Quarter: 1 Duration: 1
Learning Competency/ies: Differentiates quantitative from qualitative research Code:
(Taken from the Curriculum Guide) CS_RS11-IIIa-4
Key Concepts / Quantitative Research versus Qualitative Research
Qualitative research is a systematic investigation of phenomena that uses quantifiable evidence or numerical data
Understandings to be
while Qualitative research is an investigation about people’s thought beliefs, feelings, views and lifestyle that do
Developed not require numerical data.
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
Understanding interpret, exemplify, classify, Compare qualitative research from quantitative
The learner can construct meaning from oral, written and summarize, infer, compare, research.
graphic messages explain, paraphrase, discuss

Skills Creating generate, hypothesize, plan, design, Develop a venn diagram consisting the
The learner can put elements together to form a develop, produce, construct, differences of quantitative and qualitative.
functional whole, create a new product or point of view formulate, assemble, devise

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s Display
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness, creativity on
(personal, social, emotional). Modest, Authority, Hardworking, the
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness presentation
of the
diagram.

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao
one's perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from human rights, Gender equality, Family Practice oneness with
of what is simple acceptance to the more complex state of commitment. Valuing is based on the Solidarity, Generosity, Helping, others while doing the
important internalization of a set of specified values, while clues to these values are expressed in Oneness activity.
in life. the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go
form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond
4. Organization - Organizes values into priorities by contrasting different values,
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is
life on 3. Makakalikasan
on comparing, relating, and synthesizing values.
earth, Care of the environment, Disaster Risk
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Management, Protection of the
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environment, Responsible
wealth relate, synthesize Consumerism, Cleanliness,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Orderliness, Saving the ecosystem,
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Environmental sustainability
affect the characteristic of the learner. Instructional objectives are concerned with the student's
eternal general patterns of adjustment (personal, social, emotional). 4. Makabansa
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
millions practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Nature of Inquiry and Research

3. Learning Resources Practical Research 1 for Senior High School (C&E by Amadeo P. Cristobal, Jr.,Ed. D. &
Maura Consolacion De La Cruz, Ed.D)
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at The teacher presents puzzle picture of a mouth, an eye
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the and number 3.
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Hang Man Game
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Let the students provide the missing letters to complete
where the learners are. Carefully structured activities such as individual or group reflective exercises,
the word that would describe the arranged picture.
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be Procedure of the game
considered in this part of the lesson. 1. Give the at least 2 letters of the word as hint
and draw broken lines to represent the
number of missing letters.
2. The player is only given 3 guess moves.
3. Draw a man hung on a tree and a well below
him. (Whenever the guess is wrong the man
moves one time down but if right the man
stays still.)
4. If the life (3 moves) is up with no correct
answer the hung man falls down into the well.
Note: The teacher can give at least 2-3
clues/letters if ever the students find it difficult
to guess.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in How does the activity cater your critical thinking?
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about How did you come up into that answer?
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. What does the first picture imply? How about the
second picture? How about the 3rd picture?

P 1. Eye – OBSERVATION

P 2. Mouth – INTERVIEW
 P3. 3- NUMBER

Why do you I use this activity for today’s lesson? What

is our lesson all about?

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be The teacher uses the picture to discuss key points on
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that how to differentiate Qualitative to Quantitative.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
Discussion on the difference of the quantitative and
qualitative research.

Comparison between Quantitative and Qualitative

Research

Quantitative Research Qualitative Research

Aims to characterize Involves process,
trends and patterns feelings and motives
( the why’s and the
how’s ) and produces in
depth and holistic data.
Usually starts with Usually concerned with
neither a theory nor generating hypothesis
hypothesis about the from data rather than
relationships between testing hypothesis
two or more variables
Uses structured Uses either a structured
research instruments or semi-structured
like questionnaires and instruments
schedules
Uses large sample sizes Uses small sample sizes
that representatives of chosen purposely
the population
Has high output Has high validity
replicability
Used to gain greater Used to gain greater
understanding of group understanding of
similarities individual differences in
terms of feelings,
motives and experiences
Use structured Uses more flexible
processes process
Methods include Methods include field
census, survey, research, case study,
experiments and and secondary analysis
secondary analysis

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Pera O Bayong Game
to do something to apply their new learning in their own environment.
The teacher prepares 18 questions from the discussed
 table. The students guess the answer of every question
by falling in line at the back of the Post.

Note: Posts can be chairs if possible.

Post A. Qualitative Post B. Quantitative

Sample Questions

1. Use structured processes

2. Uses more flexible process
3. Used to gain greater understanding of group
similarities
4. Has high output replicability
5. Uses structured research instruments like
questionnaires and schedules
6. Has high validity
7. Uses either a structured or semi-structured
instruments
8. Uses small sample sizes chosen purposely
9. Usually starts with neither a theory nor
hypothesis about the relationships between
two or more variables
10. Uses large sample sizes that representatives of
the population
11. Used to gain greater understanding of
individual differences in terms of feelings,
motives and experiences
12. Aims to characterize trends and patterns
13. Involves process, feelings and motives ( the
why’s and the how’s ) and produces in depth
and holistic data.
14. Usually concerned with generating hypothesis
from data rather than testing hypothesis
15. Methods include census, survey, experiments
and secondary analysis
16. Methods include field research, case study,
and secondary analysis

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met Draw a venn diagram and give the difference of
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate Quantitative from Qualitative.
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
 A. B.

A. Qualitative Research
B. Quantitative Research
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
“It is not enough to
parable or a letter that inspires the learners to do something to practice their new learning. do GOOD, It must be
done WELL.”
 -St. Vincent de Paul

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others