FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade Level: 11 Semester: 2nd Semester

Core Subject: Research in Daily Life 1 No. of Hours/ Semester 80 hours/ Semester
Prerequisites (If needed):
Course Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.
What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most
Content Performance Flexible
Content Essential Flexible
Standards Standards K K Assessment Enabling
Topics Learning
Complete U Most Essential U RBT Level Activities (FAA) General
Strategies
D D Performance Strategy
(FLS)
Checks
The learner The following The
should be able are the following
to identify and Flexible are the
The learner point out the Assessment Flexible
demonstrat importance of Activities: Learning
rd
3 Quarter 1. shares 1. shares • Participation
es research in daily Strategies
research research in discussion • Hybrid
Nature of understandi life; use
experiences experiences forum approa
ng of: Understan
Inquiry and and K and K • Quiz Representation ch
1. the appropriate ding
Research knowledge knowledge through
importance kinds of • Probing
google
of research research based form • Interacti
in daily life on its /Paper and ve
characteristics pen test Discuss
and process. • Reflection ion
paper • Collaboration
• Individual
• Inquiry
(Virtual
Assessment based
2. the 2. explains U 2. explains the Analyzing ) Communication approach
characteristi the importance of U • Individual • Think –
cs, importance of research in daily
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance
Content Essential Assessment Flexible
Standards Standards K K Enabling
Topics Activities (FAA) Learning
Complete U Most Essential U RBT Level General
processes, /paired/ Strategies
pair-
D D Strategy
and ethics Group (FLS)
share
research in
of life worksheet • E-games
daily life
research Activity • Concept
Real world Mapping
3. Application
3. describes 3. describes as
quantitative
characteristics, characteristics, Exercises/h
and
processes, and K processes, and ome-based Understanding
qualitative K
ethics ethics activity
research
of research of research • Suppleme
4. the kinds 4. differentiates 4. differentiates ntary
of research quantitative quantitative from U Problem
U Analyzing Set Communication
across from qualitative qualitative
fields research research
5. provide U 5. provide Applying Connection
examples of examples of
research in research in areas
areas of of
interest (arts, interest (arts,
humanities, humanities, U
sports, science, sports, science,
business, business,
agriculture and agriculture and
fisheries, fisheries,
information information
and and
communication communication
technology, and technology, and
social social
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Most Thinking Skill to Assess
Content Performance
Content Essential Flexible Flexible
Standards Standards K K Enabling
Topics Assessment Learning
Complete U Most Essential U RBT Level General
Activities (FAA) Strategies
D D Strategy
inquiry) inquiry) (FLS)
1. the value
of
The learner is
qualitative 1. describes 1. describes
Qualitative able to:
research; its characteristics, characteristics,
Research decide on
kinds, strengths, strengths,
and Its suitable
characteristi weaknesses, U weaknesses, U Analyzing Communication
Importance qualitative
cs, uses, and kinds of and kinds of
in research in
strengths, qualitative qualitative
Daily Life different areas
and research research
of interest.
weaknesses

2. the
importance
2. illustrates the 2. illustrates the
of
importance of importance of
qualitative
qualitative U qualitative Connection
research U Applying
research across research across
across
fields fields
fields of
inquiry
The learner is
Identifying
1. the range able to: The learner: U
the 1. designs a
of research formulate 1. designs a
Inquiry and research project
topics in the clearly research project U Applying Connection
Stating related to daily
area of statement of related to daily
the life
inquiry research life
Problem
problem
2. the value 2. writes a K 2. writes a Understan Representation
of research title research title ding
research K
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance
Content Essential Assessment Flexible
Standards Standards K K Enabling
Topics Activities (FAA) Learning
Complete U Most Essential U RBT Level General
in the Strategies
D D Strategy
area of (FLS)
interest
3. the 3. describes the The following The
3. describes the
specificity justifications/reas are the following
justifications/rea
and ons for Flexible are the
sons for Analyzing Communication
feasibility of U conducting the U Assessment Flexible
conducting
the problem research Activities: Learning
the research
posed • Participatio Strategies
4. states 4. states n in • Hybrid
Understan discussion
research K research K Remembering Approa
ding forum
questions questions ch
5. indicates • Quiz
5. indicates • Probing
scope and scope and through
K Understan google Representation • Interacti
delimitation of delimitation of K
research ding form ve
research /paper and Discuss
6. cites benefits pen ion
6. cites benefits
and D • Reflection Reasoning and • Collaboration
D and beneficiaries Creating
beneficiaries of paper Proof
of research • Inquiry
research • Individu
al based
7. presents
7. presents approach
written (Virtual
written statement Analyzing Communication • Think –
statement of the U U Assess
of the problem ment) pair-
problem
Learning The learner The learner is • Individual share
from demonstrat able to: /paired/ • E-games
Others es 1. select, cite, Group • Concept
and understandi and worksheet Mapping
Reviewing ng of: synthesize Activity
the 1. the properly • Real
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Flexible
Most Assessment
Content Performance Activities (FAA)
Content Essential Flexible
Standards Standards K K world Enabling
Topics Applicatio Learning
Complete U Most Essential U RBT Level General
criteria in related n as Strategies
D D Strategy
selecting, literature Exercises/ (FLS)
citing, and home-
Literature synthesizing based
related activity
literature • Suppleme
ntary
Problem
Set
2. ethical The following The
2. use sources The learner:
standards in The learner: are the following
according to 1. selects
writing K 1. selects K Flexible s are the
ethical relevant
related relevant literature Assessment Flexible
standards literature
literature Activities: Learning
2. cites related 2. cites related • Participatio Strategies
3. present literature using literature using n in • Board
written review standard style standard style discussion Reasoning and work
D Creating forum
of related (APA, MLA or (APA, MLA or D Proof • Flipped
literature Chicago Manual Chicago Manual Classro
of Style) of Style) • Quiz
through om
3. synthesizes D 3. synthesizes Creating Reasoning and • Probing
google
information from information from Proof
form • Interacti
relevant relevant /paper and ve
Literature Literature pen Discuss
• Reflection
ion
paper
• Individu
• Collaboration
• Inquiry
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most
Content Performance Flexible
Content Essential Flexible
Standards Standards K K Assessment Enabling
Topics Learning
Complete U Most Essential U RBT Level Activities (FAA) General
Strategies
D D al Strategy
(Virtual (FLS)
D Assess
ment)
• Individual
/paired/
Group
worksheet based
Activity approach
• Real • Think –
world pair-
Applicatio share
n as
• Discov
Exercises/
4. writes 4. writes home- ery
Reasoning and
coherent review D coherent review D Creating based
Proof
of literature of literature activity
5. follows Supplement
5. follows ethical
ethical ary
standards in Understan
standards in K K Problem Representation
writing related ding
writing related Set
literature
literature
6. presents 6. presents The
written review of U written review of U Analyzing Communication following
literature literature are the
4th Quarter The learner The learner is The learner: K The learner: Understan Representation Flexible
demonstrat able to: 1. chooses 1. chooses ding Learning
Understand es 1. describe appropriate appropriate Strategies
ing Data understandi qualitative qualitative qualitative • Board
and Ways ng of: research research research
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance Assessment
Content Essential Flexible
Standards Standards K K Activities (FAA) Enabling
Topics Learning
designs, Complete U Most Essential U
K RBT Level General work
1. Strategies
To sample, D D Strategy • Flipped
qualitative (FLS)
Systematic and data Classro
research design design
ally Collect collection and om
designs
Data analysis • Probing
procedures
• Interacti
2. apply
2. describes 2. describes ve
2. the imaginatively
sampling sampling Discuss
description art/design U U Communication
procedure and procedure and Analyzing ion
of sample principles to
sample sample • Collabo
create artwork
3. data The following ration
collection are the • Inquiry
and Flexible based
analysis 3. plans data 3. plans data Assessment approach
procedures collection and collection and K Understan Activities: • Think –
K Representation
such as analysis analysis ding • Participatio pair-
survey, procedures procedures n in share
interview, discussion • Discov
and forum ery
observation • Quiz approa
4. the through ch
application google
• E-games
of creative 4. presents 4. presents form
/paper and Reasoning and • Concept
design written research D written research D Creating pen Mapping
Proof
principles methodology methodology • Reflection
for paper
execution • Individu
5. utilizes D 5. utilizes Creating al Problem Solving
materials and materials and
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Most Thinking Skill to Assess
Content Performance Flexible
Content Essential Flexible
Standards Standards K K Assessment Enabling
Topics Learning
Complete U Most Essential U RBT Level Activities (FAA) General
Strategies
techniques to D techniques to D (Virtual Strategy
Assess
(FLS)
produce produce
creative work creative work ment)
• Individual
/paired/
The learner D Group
demonstrat worksheet
es The learner is Activity
Finding understandi able to: • Real
1. collects data 1. collects data world
Answers ng of: 1. gather
through through Applicatio Reasoning and
through 1. relevant D Creating
observation and observation and n as Proof
Data observation information
interviews interviews Exercises/
Collection and with intellectual
interview honesty home-
procedures based
and skills activity
Supplementary
Problem Set
Analyzing
the analyze and
drawing out 1. infers and
Meaning draw out 1. infers and
patterns explain patterns
of the Data patterns explain patterns
and and themes U Communication
and and themes and themes from U Analyzing
themes from
Drawing with intellectual data
from data data
Conclusion honesty
s
2. relates the U 2. relates the Applying The following Connection The
findings with findings with are the following
pertinent pertinent U Flexible are the
literature literature Assessment
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Most Assess
Content Performance Thinking Skill to Assess
Content Essential
Standards Standards K K Flexible Enabling Flexible
Topics
Complete U Most Essential U RBT Level Assessment General Learning
D D Activities (FAA) Strategy Strategies
The learner Activities:
demonstrat • Participatio Flexible
es D n in Learning
understandi discussion Strategies
Reporting The learner: The learner: forum
ng of: The learner is • Board
and 1. draws 1. draws • Quiz
1. able to: Reasoning and work
Sharing conclusions D conclusions from Creating through
guidelines 1. form logical Proof
the from patterns patterns and google • Consultation
in making conclusions
Findings and themes themes form • Oral Defense
conclusions
/paper and • Probing
and pen
recommend • Reflection
• Interacti
ations paper ve
2. make • Individu Discuss
2. 2. formulates 2. formulates ion
recommendatio al
techniques recommendatio recommendation Reasoning and
ns D D Creating (Virtual • Collabo
in listing ns based on s based on Proof
based on Assess ration
references conclusions conclusions
conclusions ment) • Inquiry
3. the • Individual based
3. write and /paired/
process of 3. lists D Reasoning and approach
present a clear D 3. lists references Creating Group
report references Proof • Think –
report worksheet
writing pair-
Activity
share
• Real
world • Discov
Applicatio ery
4. presents a 4. presents a
n as Reasoning and approa
written research D written research D Creating
Exercises/ Proof ch
report report
home- • E-games
based • Concept
activity
 What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Most Assess
Content Performance Thinking Skill to Assess
Content Essential
Standards Standards K K Flexible Enabling Flexible
Topics
Complete U Most Essential U RBT Level Assessment General Learning
D D Activities (FAA) Strategy Strategies
Supplementary
Problem Set
Mapping

Performance Task: (SUBJECT FOR REVISION)

3rd Quarter- Proposal Defense

4th Quarter- Final Defense and Hard copy of the research paper

Prepared By: Checked: Approved:

MR. ARDRIAN D. MALANGEN MR. ADONIS F. CERBITO MS.MARIA NONA S. GRAFANE

Subject Teacher Strand Coordinator Acting Principal, SHS