IDEA LESSON EXEMPLAR

1. What is a lesson exemplar? A lesson exemplar is a modified type of lesson plan. It is designed to
attain the content standard and performance competency of our pupils based on the most essential
learning competencies.

2. It was launched in Region IV-A, Calabarzon, through Regional Memorandum No. 296, s. 2020,
entitled Guidelines on the Preparation of PIVOT IDEA Lesson Exemplars.

3-4. An IDEA Lesson Exemplar is an ABRIDGED (shortened) and REFINED (unwanted parts being
removed) format of a daily lesson plan based on DepEd Order No. 42, s. 2016, or the Policy
Guidelines on Daily Lesson Preparation for the K–12 Basic Education Program.

5. The policy is also contained in the Philippine Professional Standards for Teachers-Results-Based
Performance Management System. The IDEA instructional process design is based on the procedure of
the daily lesson plan, which we now call the lesson exemplar.

6. From the nine parts of the procedure of the Daily Lesson Plan, only four are in the IDEA Lesson
Exemplar.

7. The preparation of the lesson exemplar must be based on PIVOT 4A, the budget of work that is
written in Regional Order No. 10, s. 2020. Here, the enabling competencies and most essential learning
competencies are mapped. An IDEA Lesson Exemplar can be used on a daily or weekly basis,
depending on how many days a MELC and enabling competency are scheduled to be taught. For
example, if a competency is scheduled to be taught for five days in PIVOT 4A BOW, an IDEA Lesson
Exemplar that you will create is for five days of teaching.

8. The IDEA instructional process design has four phases: introduction, development, engagement, and
assimilation, where the 21st century skills that we need to shape in our students are embedded. These
four phases have their own focus, both physically and psychologically. IDEA Lesson Exemplar is
compatible with modular distance learning and online distance learning.

9. The first phase in the IDEA Lesson Exemplar is the introduction or panimula. Our students are
shaped by communication skills. Instruction focuses on learning competencies, MELC, desired
learning outcomes, content, and values.

10. The contents and activities included in the introduction should be centered on the authentic
learning of the pupils. This means that the activities must shape the essential life skills of our students.
In this phase, the teachers are also given the opportunity to communicate to the students what they
know about the content and skills needed for the lesson.

11. Part of the introduction phase is the question, what I need to know o alamin. In this part, students
are informed about the content, objective of the lesson, even the MELC, and desired learning outcomes
required in the lesson. It also includes knowledge, skills, attitude, and values.

12. The introduction also includes the question, what is new or suriin. In this part, students are given
basic knowledge of our learning targets. The activities included here allow children to maximize their
initial knowledge towards the required KSAV of the lesson. We need to make students aware of the
importance of lessons in their lives.

13. Here are the indicators of performance that we need to introduce to our students during the
introduction phase.
14. The second phase is the development phase or pagpapaunlad. This shapes the collaboration skills
of our students. It focuses on the concepts and basic skills of development activities. Mastery learning
is associated with it.

15. In this part, teachers look for activities that expose students to what they already know, what they
don't know yet, and what they still want to know or learn. As teachers, our teaching should revolve
around how we can develop the content as part of enabling skills and foundation skills. And above all,
on how we can develop the mastery of our students in the given competency.

16. Part of the development phase is the question, what I know or subukin. This part contains self-
check activities that check the background knowledge of the children in the lesson or the pre-test or
pre-assessment that we conduct. This part also provides an initial assessment of the children's KSAV.

17. Also included in the development phase is the question of what is in or tuklasin. This phase gives
activities that focus on the background of students KSAV. It gives the initial background of KSAV that
we will continue to develop in the last part of the development phase.

18. The last part of the development phase answers the question, what is it or pagyamanin. Here, the
concepts are laid out for the student through tasks or activities. This part becomes the bridge between
what the children already know and what they still need to know.

19. Here are the indicators of performance that must be shaped in students in the development phase.

20. The third phase is engagement or pakikipagpalihan. Here, the critical thinking skills of our students
are shaped. It focuses on learning opportunities, hands-on, engaging activities, learning points,
performance, or output.

21. The teachers should be focused on the development of experiential learning in our students rather
than informational learning. In this part, the teachers allow the students to engage in various activities
or opportunities in the development of the KSAV channel to meaningfully link their learning during
the development phase.

22. As teachers, our teaching should be centered on providing real-world tasks and learning
opportunities that are beneficial to students.

23. Part of the engagement phase is the question of what is more or isagawa. This part deepens the
KSAV of the students and helps them apply meaningfully what they learned in the development phase.

24. Answering the question of what I can do or linangin is also part of it. Students are given real-life
or authentic activities. Pupils are allowed to perform a particular task or produce a product or output. It
also strengthens the KSAV learned in the development phase.

25. The last part of the engagement phase is the question of what else I can do or iangkop. This part
helps students better understand their lesson through various real-life activities. This is also where
students are presented with a real-life situation or work that will increase their interest, meet
expectations, make the performance enjoyable, and make or create a product or work so that they can
fully understand the skills or concepts.

26. Here are the indicators of performance that must be shaped in students in the engagement phase.
27. The last phase of IDEA Lesson Exemplar is the assimilation phase or paglalapat. Here, the
creativity and innovation skills of our students are shaped. It focuses on learning discovery outcomes,
new skills, knowledge, and ideas, habits of mind, and life skills.

28. During the assimilation phase, our students' meaningful and reflective learning is shaped. In this
part, students are taught the process by which they can show the ideas, interpretations, views, or
importance of the lesson. This is also where students can create a piece of information that will be part
of their knowledge, providing reflection and effective use of knowledge in any situation or concept. In
our teaching, we should focus on analyzing and processing the students' knowledge so that they can
transfer or assimilate their KSAV.

29. The question what I have learned or isaisip is also part of the assimilation phase. In this part, the
students are allowed to present their learning through different types of methods such as graphic
organizers, concept maps, reflective journals, and others that give them the opportunity to combine the
old and the new they learned.

30. Also included in the assimilation phase is the question what I can achieve or tayahin. In this part,
our teachers ensure and assess whether students have successfully achieved or mastered the MELC by
giving a post-test or post-assessment.

31. Here are the indicators of performance under the assimilation phase that we need to shape in our
students.