GOOD DAY EVERYONE MY NAME IS MI A GEYYROZAGA.

A FRESHMAN BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

STUDENT. STUDIED IN SOUTHERN PHILIPPINES AGRI-BUSINESS AND MARINE
AND AQUATIC SCHOOL OF TECHNOLOGY. TODAY I WILL GOING TO TACKLE
ABOUT MY DETAILED LESSON PLAN.

FIRST WE HAVE:

1. LEARNING OBJECTIVES
MY LEARNING OBJECTIVES ARE AT THE END OF THIS LESSON, THE
STUDENTS SHOULD BE ABLE TO:
A. DETERMINE THE THREE CASES OF PRONOUNS.
B. CONSTRUCT SENTENCES UNDER THE THREE CASES OF
PRONOUNS.
C. PARTICIPATE IN CLASS DISCUSSION.
IT IS WRITTEN IN A LANGUAGE THAT IS EASILY UNDERSTOOD BY
STUDENTS AND CLEARLY RELATED TO THE PROGRAM LEARNING
OUTCOMES.

2. THE SPECIFIC LEARNING ACTIVITIES

WHEN PLANNING LEARNING ACTIVITIES WE SHOULD CONSIDER
THE TYPES OF ACTIVITIES STUDENTS WILL NEED TO ENGAGE IN, IN
ORDER TO DEVELOP THE SKILLS AND KNOWLEDGE REQUIRED TO
DEMONSTRATE EFFECTIVE LEARNING IN THE COURSE. LEARNING
ACTIVITIES SHOULD BE DIRECTLY RELATED TO THE LEARNING
OBJECTIVES OF THE COURSE, AND PROVIDE EXPERIENCES THAT
WILL ENABLE STUDENTS TO ENGAGE IN, PRACTICE, AND GAIN
FEEDBACK ON SPECIFIC PROGRESS TOWARDS THOSE OBJECTIVES.
 AS I PLAN MY LEARNING ACTIVITIES, I ESTIMATE HOW MUCH
TIME I WILL SPEND ON EACH. BUILD IN TIME FOR EXTENDED
EXPLANATION OR DISCUSSION, AND I ALSO PREPARED TO MOVE
ON QUICKLY TO DIFFERENT APPLICATIONS OR PROBLEMS, AND
TO IDENTIFY STRATEGIES THAT CHECK FOR UNDERSTANDING.

WE HAVE 5 ACTIVITY TYPES

FIRST THE INTERACTION WITH CONTENT - WHERE STUDENTS ARE

MORE LIKELY TO RETAIN INFORMATION PRESENTED IN THESE WAYS IF
THEY ARE ASKED TO INTERACT WITH THE MATERIAL IN SOME WAY. MY
LEARNING ACTIVITIES ARE LECTURE PRESENTATION AND QUIZ

SECOND INTERACTION WITH DIGITAL CONTENT – WHERE STUDENTS

EXPERIMENT WITH DECISION MAKING, AND VISUALISE THE EFFECTS
AND/OR CONSEQUENCES IN VIRTUAL ENVIRONMENTS.

THIRD INTERACTION WITH OTHERS - PEER RELATIONSHIPS, INFORMAL

SUPPORT STRUCTURES, AND TEACHER-STUDENT
INTERACTIONS/RELATIONSHIPS. MY LEARNING ACTIVITIES ARE
DISCUSSION AND FEEDBACK.

FOURTH PROBLEM SOLVING AND CRITICAL THINKING - PRESENTING

STUDENTS WITH A PROBLEM, SCENARIO, CASE, CHALLENGE OR DESIGN
ISSUE, WHICH THEY ARE THEN ASKED TO ADDRESS OR DEAL WITH
PROVIDES STUDENTS WITH OPPORTUNITIES TO THINK ABOUT OR USE
KNOWLEDGE AND INFORMATION IN NEW AND DIFFERENT WAYS. MY
LEARNING ACTIVITY IS REAL-WORLD PROJECTS.

FIFTH REFLECTION - THE PROCESS OF REFLECTION STARTS WITH THE

STUDENT THINKING ABOUT WHAT THEY ALREADY KNOW AND HAVE
EXPERIENCED IN RELATION TO THE TOPIC BEING EXPLORED/LEARNT.
THIS IS FOLLOWED BY ANALYSIS OF WHY THE STUDENT THINKS ABOUT
THE TOPIC IN THE WAY THEY DO, AND WHAT ASSUMPTIONS,
ATTITUDES, BELIEFS THEY HAVE ABOUT, AND BRING TO LEARNING
ABOUT THE TOPIC.

IT IS IMPORTANT THAT EACH LEARNING ACTIVITY IN THE LESSON MUST

BE ALIGNED TO THE LESSON’S LEARNING OBJECTIVES, MEANINGFULLY
ENGAGE STUDENTS IN ACTIVE, CONSTRUCTIVE, AUTHENTIC, AND
COLLABORATIVE WAYS, AND USEFUL WHERE THE STUDENT IS ABLE TO
TAKE WHAT THEY HAVE LEARNT FROM ENGAGING WITH THE ACTIVITY
AND USE IT IN ANOTHER CONTEXT, OR FOR ANOTHER PURPOSE.

3. PLAN TO ASSESS STUDENT UNDERSTANDING

ASSESSMENTS LIKE TESTS, PAPERS, PROBLEM SETS,
PERFORMANCES PROVIDE OPPORTUNITIES FOR STUDENTS TO
DEMONSTRATE AND PRACTICE THE KNOWLEDGE AND SKILLS
ARTICULATED IN THE LEARNING OBJECTIVES, AND FOR
INSTRUCTORS TO OFFER TARGETED FEEDBACK THAT CAN GUIDE
FURTHER LEARNING.

4. PLAN TO SEQUENCE THE LESSON IN AN ENGAGING AND

MEANINGFUL MANNER
WE HAVE NINE EVENT OF INSTRUCTION
FIRST GAIN ATTENTION, SECOND INFORM LEARNER OF
OBJECTIVES, THIRD WE HAVE PRIOR LEARNING, FOURTH PRESENT
CONTENT, FIFTH PROVIDE GUIDANCE, SIX PRACTICE, SEVEN
PROVIDE FEEDBACK, EIGHT ASSESS PERFORMANCE, AND NINE
ENHANCE RETENTION AND TRANSFER TO THE JOB.

5. REALISTIC TIMELINE
 A LIST OF TEN LEARNING OBJECTIVES IS NOT REALISTIC, SO WE
SHOULD NARROW DOWN OUR LIST TO THE TWO OR THREE KEY
CONCEPTS, IDEAS, OR SKILLS WE WANT STUDENTS TO LEARN IN
THE LESSON. OUR LIST OF PRIORITIZED LEARNING OBJECTIVES
WILL HELP US MAKE DECISIONS ON THE SPOT AND ADJUST OUR
LESSON PLAN IF NEEDED.

6. LESSON CLOSURE
LESSON CLOSURE PROVIDES AN OPPORTUNITY TO SOLIDIFY
STUDENT LEARNING. LESSON CLOSURE IS USEFUL FOR BOTH
INSTRUCTORS AND STUDENTS.

FOR INSTRUCTORS WE CAN USE CLOSURE TO:

 CHECK FOR STUDENT UNDERSTANDING AND INFORM
SUBSEQUENT INSTRUCTION (ADJUST OUR TEACHING
ACCORDINGLY)
 EMPHASISE KEY INFORMATION
 TIE UP LOOSE ENDS
 CORRECT STUDENTS’ MISUNDERSTANDINGS
 PREVIEW UPCOMING TOPICS

IN OUR STUDENTS ON THE OTHER HAND WILL FIND OUR

CLOSURE HELPFUL FOR:

 SUMMARIZING, REVIEWING, AND DEMONSTRATING THEIR

UNDERSTANDING OF MAJOR POINTS
 CONSOLIDATING AND INTERNALISING KEY INFORMATION
 LINKING LESSON IDEAS TO A CONCEPTUAL FRAMEWORK
AND/OR PREVIOUSLY-LEARNED KNOWLEDGE
 TRANSFERRING IDEAS TO NEW SITUATIONS

THAT’S ALL THANKYOU!