Name: DINAHRAE P.

VALIENTE LAC ID: Team 7-003

Region: CARAGA Division: SURIGAO DEL NORTE

MY STUDY NOTEBOOK
MODULE 3A
LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE
DIFFERENT LDMs

ACTIVITY 1.
Read DO 4, 2016 on the Policy Guidelines on Daily Lesson Preparation. As
you go through the document. Write down your answers to the following
questions in your Study Notebook:
1. What is Lesson Designing or Lesson Planning?
 Lesson planning is one way of planning instruction. Lesson
planning is a way of visualizing a lesson before it is taught.
According to Scrivener (2005), planning a lesson entails
“prediction, anticipation, sequencing, and simplifying.” Lesson
planning is a critical part of the teaching and learning process.
 Instructional planning is the process of determining what
learning opportunities students in school will have by planning
“the content of instruction, selecting teaching materials,
designing the learning activities and grouping methods, and
deciding on the pacing and allocation of instructional time”
(Virginia Department of Education).

2. Why is lesson designing important?

Planning lessons increases a teacher’s chances of carrying out
a lesson successfully. It also allows teachers to be more confident
before starting a lesson.

Lesson planning inculcates reflective practice as it allows

teachers to think about their teaching. By planning lessons daily,
teachers are able to think about and reflect on different strategies that
work inside the classroom including research-based strategies. Making
 a habit of lesson planning ensures that teachers truly facilitate learning
and respond to learners’ needs inside the classroom.

Additionally, lesson planning helps teachers’ master learning

area content. Through the preparation of effective lesson plans,
teachers are able to relearn what they need to teach. In the classroom,
well-prepared teachers show ownership of the learning area they
teach. Lesson planning helps teachers know their learners and teach
what students need to learn and therefore ensures curriculum
coverage.

3. What are the three elements or components of a well-designed lesson?

When you write a lesson plan, you need to consider some key
elements to make sure the lesson plan is focused and designed to
meet all of your students' needs. The three components that you
should include in a lesson plan to ensure that it's solid and effective
are:

 Learning objectives
 Activities
 Tools to check for understanding

Learning Objectives

You should first identify the learning objectives you wish to address.
This can be done by zeroing in on the topic, asking yourself what you want
to see students accomplish by the end of the lesson and what you want
them to be able to do with the information they will learn. Once these
objectives have been established, it's a good idea to rank them in order of
importance to help with time management. If you have a plan in place to
identify the concepts that are the most important in your lesson, you'll
know what you can skip if you don't have enough time to cover everything.

Activities
 The activities section of your lesson should be the largest section,
taking up the most time. You should plan on using a variety of activities to
explain what is being taught in the lesson. With the use of different
learning and teaching activities, you can reach a wide range of learning
styles. Activities should be fun, interactive and should also be applied to
real-world situations whenever possible.

Tools to Check for Understanding

This part of the lesson is important for students but also vital for
you, as the teacher. This section of the lesson plan will help you gauge
what students will take away from the lesson and how much of it they were
able to retain. In this section, you can include an assessment which can be
formal or informal. Some examples of assessments include asking a
series of questions, having a class discussion, or having students work on
short group projects. Any way that you can gauge students' understanding
of a particular lesson is beneficial. In the future, you can plan other lessons
based on the feedback and outcomes you receive from past lessons.

ACTIVITY 2.

The second component of a well-designed lesson asks teachers to select and

sequence teaching and learning activities that would help learners meet the
learning objectives. These learning tasks can be presented (1), (2) during the
lesson proper, and (3) after the lesson.

In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson
1. Review previous 1. Explain, model, 1. Wrap up
lesson demonstrate, activities
2. Clarify concepts and illustrate the 2. Emphasize key
from previous concepts, ideas, information and
lesson skills, or concepts
3. Present warm- processes that discussed
 up activities to students will 3. Ask learners to
establish interest eventually recall key
in new lesson internalize. activities and
4. Check learner’s 2. Help learners concepts
prior knowledge understand and discussed
about the new master new 4. Reinforce what
lesson information teacher has
5. Present 3. Provide learners taught
connection with feedback 5. Assess whether
between old and 4. Check for lesson has been
new lesson and learners’ mastered
establish understanding 6. Transfer ideas
purpose for new and concepts to
lesson new situations
6. State lesson
objectives as
guide for
learners

ACTIVITY 3.

Lesson design does not end after implementing the lesson. After the delivery
of the lesson, teachers should take time to reflect on what worked well and
why, and what could have been done differently. Identifying successful and
less successful activities and strategies would make it easier to adjust and
revise the lesson plan as needed.

In your Study Notebook, copy the components of the Daily Lesson Log (DLL)
or Detailed Lesson Plan (DLP) listed below, then highlight which part/s is/are
accomplished after the lesson delivered.

Components of the DLL/DLP

I. Objectives
 II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

ANSWER: III. Learning Materials and Resources

According to DepEd Order No. 42, s. 2016: This part of the DLL asks
teachers to log the preferences and other learning resources that the teacher
will use for the lesson. The references include the particular pages of the TG,
LM, textbook, and the additional materials from the LRMDS portal. The other
learning resources refer to materials such as those that are teacher-made,
authentic, and others not included in the references. This part of the DLL can
also include the supplies, equipment, tools and other non-print materials
needed for activities before, during, and after the lesson.

ACTIVITY 4.

Read the handout Designing Lessons in DL. In your Study Notebook, recreate
and accomplish the following table. Then choose one lesson from a Self-
Learning Module (SLM) for students that you have on hand. Imagine that you
will deliver this lesson to your learners through DL. In the second column,
identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology-mediated
resources, supplementary learning materials, or other means.

Learning Delivery Modality (select one): ☐ODL ☒MDL ☐TV/RBI ☐BL

Grade Level and Learning Grade 11/Filipino sa Piling Larang -
Area: Akademik
Lesson/Topic: Lakbay - Sanaysay
Learning Objectives: Natitiyak ang mga elemento ng
pinanonood na programang
pampaglalakbay
Learning Printed Modules, Activity sheets and Video
Resources/Materials lesson
Needed:
Part of Lesson / Learning Tasks Check if already Additional Remarks:
present in the (ex. can be done via voice
calls, can be facilitated by
SLM a household partner, can
be done via a learning
activity sheet, can be
presented via an internet-
based resource, can be
facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson  Printed Modules
2. Clarify concepts from previous  Printed
lesson Modules/Activity
sheets
3. Present warm-up activities to  TV based
establish interest in new instructions
lesson
4. Check learner’s prior  Printed Modules
knowledge about the new
lesson
5. Present connection between  Asynchronous
old and new lesson and learning
establish purpose for new
lesson
6. State lesson objectives as  Printed Modules
guide for learners
Lesson Proper
1. Explain, model, demonstrate,  Printed Modules,
and illustrate Asycnhronous
the concepts, ideas, skills, or
processes that
students will eventually
internalize.
2. Help learners understand and  Video conferencing,
master new text messaging and
Information phone calls
3. Provide learners with  Printed Modules
feedback.
4. Check for learners’  Printed Modules
understanding
After the Lesson
1. Wrap up activities  Printed Modules
2. Emphasize key information  Printed Modules
and concepts
discussed
3. Ask learners to recall key  Printed Modules
 activities and
concepts discussed
4. Reinforce what teacher has  Printed Modules
taught
5. Assess whether lesson has  Printed Modules
been mastered
6. Transfer ideas and concepts to  Printed Modules
new
situations

Answer the following questions in your Study Notebook.

1. For learning tasks not found in the SLM you examined, what materials
or resources can you create or curate to supplement the SLM?
 Create an instructional video lesson or additional learning
materials supplement SLM.

2. What kind of additional support can you give: a) the learner, and/or b)
the household partner so that they are guided throughout the lesson?
 Maintain constant communication with the parents in
facilitating the learning at home and update them on
different channels, internet sites that they can visit for
additional information.

 Design a simplify learning materials to promote

individualized instructions and other practice exercises.

3. How can the teacher gather feedback on the different learning tasks, in
order to refine or modify current and future lessons?
 Ask the parents to provide the children a journal notebook
where they can write their feelings, insights, and questions
about a particular topic.

 The teachers can gather a feedback through messaging,

phone call or video call.

ACTIVITY 5.
Assessment is always a part of designing instruction. Read the DO 8, s2015
on Policy Guidelines on Classroom Assessment to learn about assessment.
In the policy, you will find out about the two types of assessment: formative
and summative. Take note of the similarities and differences between the two.
Write your answers in a Venn diagram in your Study Notebook. Follow the
example below.

FORMATIVE SUMMATIVE
Used to monitor
student’s learning Used to evaluate
to provide ongoing Two ways to student’s learning at
feedback that can evaluate a the end of an
be used by
student’s instructional unit by
instructors or
teachers to improve learning. comparing it against
their teaching and
by students to some standard or
improve their benchmark.
learning.

ACTIVITY 6.

There are various methods of assessment. Read Table 2 of DO 8, s2015 on

Policy Guidelines on Classroom Assessment to see examples such as
games, quizzes, and interviews. These methods that are commonly used in
the classroom may be modified to be suitable for DL. Which assessment
methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use it
in DL.

Assessment How to Adapt Method in DL

 Method
1.Written It can be done in other ways too. For example,
Exercises students can just write out what they can remember
on a blank sheet of paper, or even draw ideas. The
key is that they should bring the information to mind
from memory. Based on the responses, I will take note
of the common misconceptions and clarify them to the
learners during our online session or via text
message.
2.Interview I will state first the rubrics for them to be guided via
group chat or text message. Then give them a specific
topic and guide questions. Based on the responses, I
will take note of the common misconceptions and
clarify them to the learners during our online session
or via text message.
3.Physical Activity Sending them rubrics and specific topic, like
monologue. With the help of internet connection,
students will submit the video taken through
messenger or e-mail for assurance.
4.Visual For sure, this type of method or strategy is included in
representations of the learning module. Based on the responses, I will
information take note of the common misconceptions and clarify
(pictures/diagrams them to the learners during our online session or via
) text message.
5.Portfolio I will require my students to make a portfolio because
it shows purposeful collection of work samples from
each of the learning areas that stretch over a
designated period of time. It may contain work
samples from each learning area, assessment
tasks, photos, student self-reflection, student learni
ng goals and more. And rubric is also provided, it is
true to all 4 quarters.
Be ready to share your output when you meet with your LAC group after
completing this module. Try to answer these questions with your colleagues:

1. What assessment methods are common among the group members?

 Written exercise
 Portfolio
2. What are the challenges in doing assessment in DL?
 The bias result of written activities due to Geographically distant, the
teacher will not able to observed if the learners really answered the
activities or worksheets.
 Some of the parents does not have background knowledge to help
their children.
 Less availability of gadgets for the students to use for them to access
the given activity.
 Internet access
 The present health problems

ACTIVITY 7.

Sample learning outputs obtained from different assessment methods may be

collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it. After reading
the references, answer the following quiz to check your understanding about
using a portfolio to assess the learner.
Tru
Questions Falls
e
1. A portfolio mainly displays the academic achievements of

the learner.
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a 
portfolio.
3. There is a fixed list of items that should be included in a

portfolio.
4. The learner can only comment on learner’s portfolio. 
5. For asynchronous learning, teachers allow learners to work
on their outputs during their own time. The latter will submit 
the portfolio within the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio
via file sharing programs or they may submit the actual soft 
copies of their work saved on a CD/DVD/USB flash drive.
7. Portfolio of DL learners with outputs in hard copies or
physical forms may be handed over to the teacher by the 
parents or learning facilitators.