COT 1 COT 2

Preliminary activities
(attendance checking,
reminders, opening prayer,
review of the lesson

Motivation and stating the

lesson objectives

GROUP AND INDIVIDUAL

ACTIVITY FOR DEVELOPMENT
PART OF THE LESSON

GROUP AND INDIVIDUAL

ACTIVITY FOR ENGAGEMENT
AND ASSIMILATION PART OF
THE LESSON

REFLECTION PART OF THE

LESSON

Planning and implementing developmentally sequenced teaching and learning processes is

necessary for student learning. This is to ensure that learners progress through the developmental
stages of learning. This crucial task of fostering developmentally-sequenced teaching and learning
processes encourage teachers to be mindful of effective instructional planning, which involves
successfully managing and implementing lessons.

I am a teacher who is used to or accustomed to reminding students of key reminders,

particularly on tasks they have not yet completed, every time class begins. Also, I ask them first about
their condition so that I can ensure they can fully engage in the class. Moreover, I always begin the
class with an opening prayer and a check of attendance as part of my classroom management. These
were also reflected in my lesson plan, so I am completely guided. Following the preliminary activities,
there is a review of the lesson.
 This serves as my guide to check the student’s understanding of the previous lesson. It is
important to recall the concepts learned because there are previous lessons that are related and can
be used in the new lesson. In my second classroom observation, I used a simple interactive offline
game to present a lesson review.

The Motivation part is always present in my lesson plan to engage my students in new lessons.
It gives ideas or clues about what to expect from the new lesson, thereby touching on its purpose. I
used "picture analysis" in my CO 1, while interactive offline games were in my CO 2. Following
that, the lesson objectives are stated. I allow my students to read the objectives so that they are aware
of the competencies that must be attained by the end of the lesson.

Furthermore, in the lesson proper, to make the discussion more developmental, I utilized a
simple activity with prerequisite information about the lesson that students could explore during the
class. This is also a form of establishing their mood to ensure a smooth flow of lesson delivery. In
classroom observation 1, where the activity was called "Quescussion", my students were asked to
analyze the picture using the guide questions. Meanwhile, in my second classroom observation, I
assigned my students to create a concept map to enable them to easily acquire the necessary
information about the lesson.

To deepen students' comprehension of the lesson, I employed group activities in CO 1 and

individual tasks in CO 2 as part of their engagement. Lastly, as part of assimilation, my students
were also provided with some activities that required them to create an output that would allow them
to apply what they learned in the lesson to practical means or real-life scenarios. This makes learning
new knowledge more relatable and meaningful.