A DETAILED LESSON PLAN IN PRINCIPLES OF TEACHING 2

I. OBJECTIVES

By the end of the lesson, the students will be able to;

a. Compare the traditional and standard based framework for planning instruction.
b. Internalize the important points to remember in planning and organizing instruction.
c. Follow the Understanding by Design (UbD) framework.

II. SUBJECT MATTER

a. Topic: Instructional Planning and Development

b. Reference: Principles of Teaching 2 with TLE textbook, OBE and K-12 Based, pages
79-88
c. Instructional Material: Laptop

III. PROCEDURE

a. Preliminary Activity

In www.mentimeter.com answer the question given to form a cloud word.

The code is 149398. What comes into your mind when you hear traditional, and
Standard-Based?

b. Development Activity

Teacher’s Activity Student’s Activity

a. Preparation
- “Good Afternoon Ma’am”
- “Good Afternoon class”

- Before anything else, may I request Mr. - In the name of the Father, and of the
Alas to lead the prayer? Son, and of the Holy Spirit. Amen

- So, how’s your day? Is it good so far?

- That’s good to know. So, are you ready to - Yes Ma’am

discuss our lesson for today?
- Yes Ma’am

b. Presentation
- Preparing for PowerPoint presentation - Yes Ma’am
- Okay that’s good! So, let’s begin with an
activity. Are you ready?

- Okay, kindly open your mentimeter and

answer the question given to form a word
cloud.

- Alright, you have great answers! That

cloud has something to do with our topic
this afternoon.

c. Discussion

- Our topic is all about instructional

planning and development. You will ask, - Students listen to the discussion
what is instructional planning? And why
it is important?
Instructional Planning is a systematic
selection of educational goals and
objectives, and their design for use in the
classroom. It is important because, proper
classroom planning will keep you
organized, and on track while teaching,
thus allowing you to teach more and
manage less.

- Before the modern curriculum was

implemented here in the Philippines, there
exist first the standard way of teaching
which involves the following steps:

- 1. Select a topic from the curriculum.

- 2. Design the instructional activities.
- 3. Design and give assessment
- 4. Give grade or feedback
- 5. Move on to new topic

- But then, researches have concluded that

this standard way of teaching does not
result to more and effective graduates.
Therefore, there was a big development
and changes that occurred which involves
the following steps:

- 1. Select standards that the students

need to know.
- 2. Design an assessment through which
students will have an opportunity to
demonstrate those things.
- 3. Decide learning opportunities that
will allow students to learn those things
and plan appropriate instruction to assure
that each student has adequate
opportunities to learn.
- 4. Use data from the assessment to give
feedback, reteach or move on to next
topic.

- Who can tell me the comparison of the

traditional and modern curriculum?

- (call a student to answer) Possible Answer:

- “In traditional curriculum the 1st step is to
select a topic while in modern curriculum
you have to select standards, and this
standard is followed immediately by
design and assessment which it is in step
3 in the traditional curriculum.”

- Wow! Very well said! Thank you,

- None
Maam/Sir. Yes, it’s true that the first steps
really differ as what sir Cuyno just have
said. Who else will answer?

- Okay let’s proceed.

- After the standard way of teaching was

changed, different curriculum was
introduced and one of those is the
Outcomes – Based Education.

- OBE is already explained our previous

discussion. As a review,
- What have you learned about OBE?
Anyone? How about Mam Daya?
Ma’am Jenieveb?
Possible Answer:
- “OBE stands for Outcomes Based
Education. As the name implies, it is an
education that is anchored and focused
on outcomes.

- Very good!
- One of the features of OBE is “design
down”. This means that in OBE, you
determine first the targets of the learning
 outcomes before you design instruction.
And Understanding by Design is a
Backward design. Like OBE, the first step
in UbD is “identifying results” followed
by by determining assessment evidence.

This is composed of three stages. Stage 1:

Desired Results. Stage 2: Assessment
Evidence and Stage 3: Learning Plan.

- Can you follow class? - Yes Ma’am

- Alright! Let’s continue. Ubd is not a

philosophy of teaching, it’s not an
approach to teaching, it’s a planning
framework……………………..
(discussion about Ubd)

- Ubd Framework offers 3 stage backward

design process for curriculum planning.
These are:

- Stage 1: Desired Results.

- Stage 2: Assessment Evidence and Stage

What are the types of assessment you know class?

- Answers in chorus. Formative, diagnostic,
Summative.

Yes. All you have mentioned are correct. And

now for the last stage,

- 3: Learning Plan.

- In instructional planning and development

there are important points to remember,
and these are:

- 1. Our daily teaching-learning is supposed

to contribute to the realization of the
vision statement of the DepEd.
- 2. If you belong in a private institution,
bear in mind the vision-mission statement
of your school in addition to that of
DepEd’s vision and mission statement.

- 3. Consider too the Philippine

 Qualifications Framework (PQF), the
framework issued through Executive
Order No. 83 by the office of the
president on October 1, 2012.

- What are the implications of these

qualifications to our teaching learning?
Anyone from the class? Okay Ms/Mr _______
Possible Answer:
- we teach in such a way that the Grade 10
student and the Grade 12 graduate will
be helped from K to 10 to enable them to
display those qualifications describe
above.

-
Perfect! Brillant answer. The kind of teaching-
learning that takes place from K to Grade 9 will
determine to a very great extent the kind of Grade
10 student and Grade 12 graduate of our schools.

- 4. These Grade 10 and 12 qualifications

laid down in the PQF flow into the
standards that are contained in the
Curriculum Guide for K to 12. These
standards are in different levels– learning
area standards, key stage standards and
grade level standards.
- 5. Our instructional planning is supposed
to begin with a study of the K to 12
Curriculum Guide for the
- 6. Which instructional plan you are going
me what’s all about to prepare depends on
what your school requires.
- 7. Apply all the principles of teaching and
learning that you have learned in
Principles of Teaching 1 and the research
—based instructional strategies discussed
in Chapter 4. As you plan instruction you
should also be guided by the same
guiding principles upon which the K to 12
Curriculum Guide was developed.

Do you still remember the All the Principles of

Teaching?
- (Answers in chorus)

- 8. Always begin with end in mind.

 - 9. Do assessments to ensure learning.

The question is, when are we going to

assess our students?
3 Types of Assessment
Diagnostic Test
Formative Test
Summative Test

- 10. Give your students opportunity to

assess themselves.
- 11. You teach two knowledge; declarative
and procedural knowledge.
- 12. Don’t forget that part of instructional
planning is utilization of assessment
results.

These important points can help us to

construct a firm and an effective plan that
will help us to achieve our intended
outcomes that will result to skill and
knowledge-oriented students.

d. Generalization

- I know you learned a lot of our topic this

day, can anybody summarize our lesson?
Call 2 students to summarize the lesson.

- Thank you!
- Our topic is very important because it
talked about the process of instructional
planning and development. It
differentiated the dissimilarities between
the traditional way of teaching and OBE.
UBD or Understanding by Design was
also coined its definition and the
framework was also explained and
provided with meaning which includes
the desired results, assessment evidence
and learning plan. Furthermore, this
chapter also unfolded the twelve
important points to remember when
organizing and planning an instructional
or lesson plan, where those twelve
important points were expanded and
connected into an account why we should
remember those points when we are
planning a learning plan.
IV. EVALUATION
 Answer the following questions using Socrative Assessment tool.
ROOM NAME: COSTANILLA

1. It is a backward design process.

a. OBE
b. UbD
c. LP
d. KWL

2. It is a type of test that will be given to the students at the end of a unit grading period.
a. Reflective Assessment
b. Diagnostic Test
c. Formative Test
d. Summative Test

3. What kind of test that can be scored objectively?

a. Performance test
b. Easy test
c. Summative test
d. Paper and pencil test

4. Which of the following situations is an example of DIAGNOSTIC assessment?

a. Teacher Andrew who administered a 10-item test to determine specific concepts
difficult to students.
b. Teacher Jenny was required her students to do journal writing after the discussion on
a news commentary.
c. Teacher Anne who administered a quiz at the end of the unit in Algebra.
d. Teacher Benjoy who administered an achievement test to grade 4 students.

5. All are important points to remember in planning and organizing instruction. EXCEPT.
a. Don’t forget that part of instructional planning is utilization of assessment results.
b. Always begin with end in mind.
c. Never do an assessment to ensure learning.
d. Always begin with end in mind.

V. ASSIGNMENT

Make a research on the elements of a lesson plan.

Prepared By. Novelyn C. Dalumpines