ED 8 IPP-Based Teaching and Learning

Lesson Plan Analysis

Name of Student: ALLAN LLOYD M. MARTINEZ

Context Examine the LP if it has provision for students’ context. How evident is this
context?
Use the related concepts found in Chapter 1 – 3 as support.
Write your answers in this cell/column.

ANSWER:
The given lesson plan has a provision for student’s context. They are evident
because in the learning preference, the learners are visually and bodily
kinesthetic and they can easily understand the lesson through videos and
powerpoint presentations and conducting group activities such as role play,
group and peer discussion.

In the differentiated instruction response, it also stated that the learners are
encouraged to do the 3M’s namely magbasa (read), mag-aral (learn) and
magsanay (engage/participate) while doing the 10-minute mindfulness so that
they can improved these macro skills. Also, the teacher considered the different
learning styles of the students so that he/she can determine on how to transfer
the knowledge and application to them effectively and efficiently. With this, the
teacher established empathy there because of the consideration given to the
students and through this, they will be motivated to learn on the lesson and
effective learning will be present in that situation.

Experience Examine the LP how it is consistent with the desired learning experience under
Ignatian Pedagogical Paradigm. Support your claim by citing specific pieces of
evidence.

Use the related concepts found in Chapter 1 – 3 as support.

Write your answers in this cell/column.

ANSWER:
In the lesson plan given, topics and sub-topics as well as learning competencies
are enumerated. With this, it is very helpful for both teachers and learners
because this will serve as a guide for the entire unit that they will be tackling in
the class and with this, it will help to monitor the progress of the learners in
their learning process. In the lesson plan, prelection is present and it is
important to have that because this is where the teacher determines its learner
on the prior knowledge they have on the topic they will be discussing and also
talks the experiences of the learners. With this, the teacher-learner relationship
is established there because of the interaction between the teacher and the
learners. From the point in Chapter 2 on “From Teaching to Leaning Specifically
in Experience”, it is mentioned there that learning begins with experience. The
processing of the answers coming from the learners will follow so that it can be
 used to connect to the topic they will be discussing. To begin the lesson, the
teacher will ask the prior knowledge of the students in a creative and effective
way and with this, he/she will be able to know their respective background
knowledge relative to the topic they will be tackling with. With this, empathy
must be established so that learners will feel that they are understood and
motivated to learn. Guide questions are also given in the discussion proper
which enables the learners to think critically and deeply and at the same time,
correlating points to the current events happening in our society. Self-reflection
is also present and this is where the learners assess their learnings on how they
are going to apply it in reality. After certain discussions, students are given a
chance to scrutinize the points they have in the lesson to assess whether they
have attentively listened to the lecture or not and understand the concepts
given. For the summary of discussion, I highly suggest that there should be
correlation of the lesson to the current happenings and values that can be used
in reality. The flow of the lesson is well-organized because they are taking steps
in learning the lesson one at a time which will help the learners to prepare for
the major task that they will be having.
Reflection Examine the LP if it has the different types of reflection questions, where and
how are the questions asked.

Use the related concepts found in Chapter 1 – 3 as support.

Write your answers in this cell/column.

ANSWER:
The reflection is divided into two parts namely the content-focused reflection
and value-focused reflection. For the content-focused reflections, all of the
questions there included how the current Asian civilization developed, how the
life of Asians in the ancient civilizations were prospered and how they
influenced them, the importance of learning the inventions of the said
civilization and how religion and philosophy developed the Asian history. These
questions found on the given lesson plan are conceptual because the students
will reflect the concepts and facts on how they are connected and organized.
With this, they can learn on how to correlate a concept with another concept,
how to fit them together and how to correlate them in other subject areas.

For the value-focused reflection, the question talks about the application of
religion and philosophy to your life and the contributions that you can give to
your community as well as how you will see yourself in the future. These
questions are metacognitive and personal reflection are present in the lesson
plan because the students will reflect on the learning process and at the same
time, reflect the value, significance and implications of what has been learned
of one’s life and in the world. For the metacognitive reflection questions, it
helps the students gained inputs based on the learning experience that they
encounter. For the personal reflection questions, it involves personal life
questions such as the importance of religion to a person and your philosophy in
life. These questions set on the lesson plan were good because students will not
just learn the ideas conceptually but also valuing life lessons integrated with the
topic they encounter. With this, the students here are the meaning-makers of
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 the lessons they learned from the discussion.

Action Is the desired action aligned with the reflections? Are the desired actions
doable and achievable? How do you say so?

Use the related concepts found in Chapter 1 – 3 as support.

Write your answers in this cell/column.

ANSWER:
The action is divided into two parts namely the internal action and the external
action. These desired actions are aligned with the reflections and at the same
time, they are doable and achievable because this students will value the
contributions that the ancient Asian civilizations have which will serve as a
guide for them to promote peace and goodwill in their community and to the
world and it can be done through writing a poem or a song. This is a very good
strategy because the students will test their application from the lessons they
learned in a creative way. With this, learners are motivated to express their
learnings with these creative presentations. In this situation, the students here
are meaning-makers because they can make a difference by promoting peace
and goodwill in their community and in the world.
Evaluation How is the evaluation prepared? Do you see evaluation after every subtopic?
Provide evidence.
Use the related concepts found in Chapter 1 – 3 as support.
Write your answers in this cell/column

ANSWER:
For the evaluation, the teacher will give quiz, project output and presentation,
recitation, long test, assignments and seatworks to test whether the students
are attentive in the discussion and learned something from the discussion. For
every subtopic, an evaluation is provided after the discussion proper. The
evaluation is evident on Day 1-3 for the first and second subtopic, Day 7-9 for
the third subtopic and Day 10-12 for the last subtopic. Based on the given
assessments being prepared, the assessment of learning being used there is
test-oriented because the evaluation of learning that the students have will be
done on a score-based application. This is a good strategy because this will test
if the learners are both physically and mentally present in the class. However,
some of the activities can be done in a creative and interactive way. I highly
suggest that games will be conducted on this so that learners are motivated to
participate and learned inputs out from the experience they have. The learning
is effective if there is interaction involved in the assessment.

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 .

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