I.

Lesson Objectives (considers the CAP, focus on the development of

HOTS)
II.Content : The topic
III.Procedure (The procedure contains the DLC with introductory part,
development of the knowledge and extension of the knowledge using the
different yet appropriate dynamic learning activities for every lesson. The
dynamic learning activities are: Genius Hour, Dynamic Learning Objects,
Pro and Con Grid, Fishbowl Discussion, Field Trip Activities, Case-Based
Learning, Simulation-Based Learning, Mnemonic Devices, Socratic
Approach, Free Writing and Guided Discovery Approach)
Dynamic learning activities that can be implemented in AP classes:
Genius Hour. It is an approach to learning built around learners’ curiosity,
self-directed learning, and passion-based work. Learners are in control,
choosing what they study, how they study it, and what they do, produce, or
create as a result. This promotes inquiry, research, creativity, and self-
directed learning. It provides students freedom to design their own learning
during a set period of time during school. Some examples of the activities
under Genius Hour are poster making, timeline making, writing a Venn
diagram, role playing, accordion card making, recycling. The teacher
coaches them, conference with them, and helps them reflect as they go
through the students’ dynamic activities. (teachthought.com. 2019)
Project Based Learning (PBL) is a student-centered pedagogy with a
belief that learners acquire a deeper knowledge through active exploration
of real-world challenges and problems. Learners learn about a subject by
working for an extended period of time to investigate and respond to
complex questions, challenges, or problems. Learners take advantage of
digital tools to produce high quality, collaborative products. It refocuses
education on the student, not the curriculum- a shift mandated by the global
world, which rewards intangible assets such as drive, passion, creativity,
empathy, and resiliency.
It is a comprehensive perspective focused on teaching by engaging
learners in investigations in which learners pursue solutions to nontrivial
problems by asking and refining questions, debating ideas, making
predictions, designing plans and/or experiments, collecting and analyzing
data, drawing conclusions, communicating their ideas and findings to
others, asking new questions or creating artifacts. This may include a
variety of media such as writings, art, drawings, three-dimensional
representations, videos, photography, or technology-based presentations
and group work, investigatory project, and problem solving. (What is
Project Based Learning? Defined Learning at (definedstem.com. 2018)
Dynamic Learning Objects encompass a range of different visual
learning aids, including clickable info graphics, interactive 3D objects, and
video content or explodable images. A form of visual content that is
becoming increasingly popular and widely used across both physical and
online media channels. The evolution of technology will likely mean the
dynamic learning object. Dynamic activities include social networking, using
e-mail/g-mail, creating and editing videos, photograph, news online,
PowerPoint presentation, video clipping. Though the process of producing
a dynamic learning object can be both time-consuming and expensive, so
important to make sure they are developed in line with a coherent e-
learning strategy, rather than simply as a response to a market trend.
(virtual-college.com.2018)
Pro and Con Grid is a technique that assesses learners’ ability to
analyze both sides of an issue. Learners develop a list or argument of the
pros and the cons of a defined situation. It encourages learners to take
responsibility for their own learning and to find out what students already
think about a topic – the good and the negative. The Pro and Con Grid will
help develop a list of advantages and disadvantages of any issue and
helps students develop analytical and evaluative skills.
This technique helps learners develop analytical and evaluative skills, and
encourages them to go beyond initial reactions to complex issues. It
involves learners to do a role play, debate, open forum, discussion, think-
pair-share, quick writes, gallery walk, find your match. (humber.com.2018)
Fishbowl discussion is useful in learners’ participation in a discussion
where they reflect on what a good discussion looks like on a difficult topic.
A Fishbowl discussion makes for an excellent pre-writing activity. After the
discussion, teachers ask the learners to reflect on how they think the
discussion went and what they learned from it. Learners can also evaluate
their performance as listeners and as participants. They could also provide
suggestions on how to improve the quality of discussion in the future.
These reflections can be in writing, or they can be structured as a small- or
large-group conversations. This dynamic activity involves the learners in
group discussion, team building, debate, open forum, reflection, question
and answer using metacards, reporting and news casting. Fishbowl is an
engaging and learner-centered strategy that builds comprehension of
complex texts while developing group discussion skills, analytical skills,
evaluative skills, critical thinking skills, problem solving skills and
socialskills.(facinghistory.org. 2018)
Mnemonic is a device to aid memory. This tool helps one remember an
idea or phrase with a pattern of letters, numbers, or relatable associations.
Mnemonics are cheat codes for learners who struggle with memorizing a
certain complicated subject, list, or concept. These cues or codes give
quick and successful learning as these gives clues to minds and tend to
remember information to which one can relate or experience. Mnemonics
have been proven to work as tools of memory-forming for a variety of tasks.
There are activities for devising mnemonics in real-life situations such as
mnemonic acronyms, mnemonic phrases, mnemonic rhymes, mnemonic
associations, music mnemonics, and name mnemonics and special rhymes
and poems, acronyms, images, songs, outlines, and other tools. It builds
visual skills, analytical skills and writing skills. (hliteraryterms.net.2018)
Field trip activities allow learners hands-on, farm-based activities in
outdoor classroom. Most activities can be tailored to meet the needs of any
age level or ability. This activity expands learners learning through active
and real experiences with the rich resources of the local community. It
increases learners’ knowledge and understanding of a subject and add
realism to the topic of study. Good planning must precede field trips.
Careful attention should be given to the trip. If students will be viewing an
exhibit teachers must provide clear and familiar protocols for observation.
Alternative to field trips are gallery walk, watching videos, field trip in the
locality, or connecting with another classroom on another continent and
classroom innovation of different places. Field trips contribute to the
development of learners into civilized young men and women who possess
more knowledge about art, have stronger critical-thinking skills, life skills,
observation skills, social skills, exhibit increased historical empathy, display
higher levels of tolerance, and have a greater taste for consuming art and
culture. (newvisions.org.2018)
Free writing is a very useful tool in getting learners to think and write, and
be a little critical, at the same time. Free writing can be used in a range of
ways, but generally free writes are short and focused on a single question
or mini-topic. Students can be encouraged to write during class – at the
beginning or the end, or at different points during a discussion. Some of
these activities can be adapted and used in lectures to encourage larners
to participate, to think, to speak and to interact with you and with one
another about aspects of the lecture topic or theme. Using small group
work requires some organization and forward planning and often the
creative use of space when in cramped or tiered lecture rooms, but can be
very rewarding and enjoyable for lecturers and learners. The purpose of
freewriting is to unlock creativity and ideas in a low-stakes, not-for-marks
writing task that is specifically timed and framed. It should only be used as
an exercise for learning and thinking. Freewriting can be used in relation to
revision and recall of lectures; to promote and activate critical thinking and
questioning; and to work through essay writing and assignment writing
tasks. Activities like essay writing, news writing, and reflection. (Elbow,
2000)
Socratic approach is based on the practice of ‘disciplined, rigorously
thoughtful dialogue’. In brief, the lecturer claims to know very little about the
topic under discussion in order to draw learners into a thoughtful and
thought-provoking discussion that will engage them in thinking through their
own ideas and responses to the topic, and to what they have been learning
in the course. The overall aim of using the Socratic method of questioning
learners and eliciting their responses and engagement is based on
Socrates’ idea that the ‘disciplined practice of thoughtful questioning
enables the scholar/student to examine ideas logically and to be able to
determine the validity of those ideas’.
Socratic questioning helps learners to think critically by focusing
explicitly on the process of thinking. During disciplined, carefully structured
questioning, students must slow down and examine their own thinking
processes (i.e., reflective thinking). This method is effective in
teaching and learning because it promotes more active learning; it focuses
on what learners are doing and asks them to engage in their own learning
and thinking, rather than treating them as passive receivers of knowledge;
it takes some of the pressure off the lecturer or tutor to have ‘all the
answers’ and asks students to take responsibility for coming up with the
answers; and it develops graduate attributes that speak being inquiry-
focused and knowledgeable, being skilled communicators and having a
critical attitude towards knowledge. Some of the activities for Socratic
methods are posing questions about a topic, problem solving, discussion,
debate, and dialogues. (criticalthinking.org.2018)
Simulation-Based Learning is a constructivist learning model that
provides learners with an experience of working on a usually simplified
simulated world or system. Robert Gagne (2005) identified the following
properties of a simulation as crucial, represents a real situation in which
operations are carried out, provides the user with certain controls over the
problem or situation, and simulation omits certain distracting variables
irrelevant or unimportant for the particular instructional goals.
Simulation-based learning today mostly relies on usage of computers
and advanced technologies to provide a near authentic experience for the
user and enhance learning. As a learning tool, simulations mostly rely on
some other learning theory and implement its principles. Simulation-based
learning is the discovery that system representations are often to complex
and difficult for a novice to facilitate his learning. Even though principles of
human cognitive structure and methods of reducing cognitive load were
taken into account while designing a simulation, it has been shown that
learners are still frequently unable to successfully relate multiple
representation elements to each other. This issue can be described in the
context of prior knowledge as well. Simulation-based learning can also be
guided or unguided, yet research has shown that instructional help in form
of hypotheses to prove, offered interpretations, assignments to complete or
structuring can be useful. Critical thinking skills, problem solving skills and
technological literacy are develop in the simulation based learning.
(learning-theories.org.2018)
Case-Based Learning (CBL) is an approach used across disciplines
where learners apply their knowledge to real-world scenarios; promoting
higher levels of cognition. In CBL classrooms, students typically work in
groups on case studies, stories involving one or more characters and/or
scenarios. This method involves guided inquiry and is grounded in
constructivism whereby learners form new meanings by interacting with
their knowledge and the environment (Lee, 2012).
CBL utilizes collaborative learning, facilitates the integration of
learning, develops learners’ intrinsic and extrinsic motivation to learn,
encourages learner self-reflection and critical reflection, allows for scientific
inquiry, integrates knowledge and practice, and supports the development
of a variety of learning skills. CBL has several defining characteristics,
including versatility, storytelling power, and efficient self-guided learning.
The stories that comprise the framework of case studies are also a key
component to CBL’s effectiveness. The stories within case studies serve as
a means by which learners form new understandings through characters
and/or scenarios. (queensu.com.2018)
Guided Discovery Approach is an approach where learning takes
place when the learner is personally engaged and allowed to discover skills
on their own by trial and error over a period of time. The joy of discovery
motivates students to learn. It is this process of discovery that learners
need to recreate for learning in classrooms. By re-creating knowledge
which already exists learners will progress in learning how to create new
knowledge, and they will have training in inductive reasoning – the method
used to create most human knowledge (Sachs, 2018).The guided
discovery approach cannot be rushed, learners must be allowed to make
mistakes, pick wrong choices, and face consequences. This requires more
time, but will help learners develop a deep understanding of principles;
therefore, learning follow-up material is lot easier and faster. Guided
discovery approach focuses on helping every student to reinvent important
concept in their mind. (sparkfuneducation.com.2019)

Dynamic Learning Circle (DLC)

Dynamic learning activity follows a Dynamic Learning Circle (DLC) as
described by Nielsen (2009). DLC suggests that learners should have to
follow four stages in the learning process. In each stage, the learners
should be aware of their motor and sensory activity, the objects or activities
in the environment and the people in the environment including their social
or communication activities.
Stage 1. Awareness and Interest. A learner becomes aware of and
interested in his/her own motor and sensory activity; the objects or activities
in the environment, and people in the environment including his/her social
or communication activities. The learners’ awareness and interest becomes
purposeful to learn.
Stage 2. Curiosity and Participation. This is manifested through learner’s
repetition of his/her own activity, establishing memories of his/her own
activity, experimentation, exploration and comparison with objects, imitation
of the activity of others, responding into verbal and non-verbal
communication of others, initiating activity, sharing his/her experiences with
others. In this stage, a learner should be allowed to interact in the manner
that best provides the learner with input in which he/she is allowed to do
the pushing, banging, grasping, throwing or mouthing with the use of
mouth, feet, hands, head, arm, leg, chest or any other part of the body. The
learner is allowed to actively experiment in different positions with the use
of active learning equipment;
Stage 3. Complete Learning. The learner completes learning with an
activity. It signifies that the learner has learned all that he/she can give in
the resources provided at the time. The activity is repeated to such a level
that is becomes part of the learners’ every day actions and patterns. The
activity or action becomes familiar enough that it presents no more
challenges to the learners. It signifies that the learner has learned all that
he/she can given the resources provided at the time.
Stage 4. Readiness to New Learning Exposures. It indicates a learner
ready for new experiences, challenges, activities and interaction which lead
to new awareness and interest. The learner is given opportunities to
experience new sensory and motor activities; experience the new actions
of others; the challenges offered to the learner are within his or her
developmental level other people have taken an interest in the child’s past
activities. It signifies the need for new experiences, new challenges, new
activities, and new interactions.
Once the cycle is done, it is the basis to start all over again following the
DLC. It must have to take note that new challenges and activities are only
slightly different than the previous ones because if it is too difficult or too
easy to attain, the learner may shut down and refuse to participate, exhibits
frustrations or demonstrate stereotypical activity.
As to the developed DLAG in AP 5, the dynamic learning circle was
incorporated in each lesson in order to develop the competencies set
leading to the attainment of the goals of AP and DepEd.

IV.Evaluation:
V.Assignment: