THREE-DAY DIVISION

TRAINING ON MENTORING
AND COACHING
TECHNIQUES FOR MASTER
TEACHERS
DESIGNING
Session No.: 3
4As LESSON
ROMALYN P. MATILDO
Learning Facilitator
PLAN

Date: 04-22-2021 Version: V2 DC No: -QMR--051

DEEPENING 4As IN
LESSON PLANNING

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 SESSION OBJECTIVES
At the end of the session, participants are able to:
1.explain the importance of planning the
everyday lessons and the whole course/subject;
2.Understand teaching effectiveness from
planning to executing the lesson;

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 SESSION OBJECTIVES

3. create a lesson plan for each

area of specialization
4.Incorporate concepts learned in
creating/crafting their lessons.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 LET’S PLAY A GAME

The Paper Tower

The aim of this game is for the group to build the

tallest free- stranding structure that can stand on its
own and is aesthetically appealing using ONLY the
10 sheets of bond paper given and nothing else. All
groups will need to choose a leader and timekeeper.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 LET’S PLAY A GAME

All groups will be given two minutes to plan

for their strategy. The leader/timer will give the
signal that their time for planning is over and the
five- minute time for building will now start.

Remember, be unique, original and creative.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 QUESTIONS
1. How did you find the activity?
2. What challenges did you face in your group?
3.What did your team do to surpass the
challenge with limited time given?
4. How can you apply what you learned from this
activity in planning your lesson? How crucial is
planning in ensuring quality outputs?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 Plan with the end in mind
“Wiggins and McTighe (1998) suggest a backward
design model for planning that begins NOT with the
lesson, but with our expectations for the END
RESULT. There are three basic steps to designing a
lesson using backward design:
1. Identify the desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and instruction.
(Tileston, 2004)”
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Instructional Process Airasian (1994)

Planning

Assessment of Delivery of
Learning instruction

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 Lesson Planning
• Research shows that effective teachers
organize and plan their instructions.

• Lesson planning is the hallmark of

effective teaching.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Lesson Planning

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Lesson Planning

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 Lesson Planning
• Planning lessons increases a teacher’s chances
of carrying out a lesson successfully.
• Lesson planning inculcates reflective practice
as it allows teachers to think about their
teaching.
• It helps teachers’ master learning content.
Through the preparation of effective plans,
teachers are able to relearn what they need to
teach.
Date: 04-22-2021 Version: V2 DC No: -QMR--051
 Detailed Lesson Plan
Provides the teachers with an opportunity to
reflect on:
• what the students need to learn
• how learners learn
• how best to facilitate the learning
process

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 What should be taught?

In planning daily lessons, teachers need to

follow the Curriculum Guide (CG)/Most
Essential Learning Competencies (MELC) of
the learning area being taught.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 How should it be taught?

•Identify clear lesson and learning objectives

while carefully linking activities to them
•Create quality assessments, which is positively
associated with quality instruction and quality
student work

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 How should it be assessed?

• Formative Practice Assessment should be

integrated into the lesson activities and
aligned with the lesson objectives.
• Formative assessment as application of
learning must be integrated into lesson
plan aligned with the competency.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 How should it be assessed?
LEARNING COMPETENCIES Set of skills to be mastered

Learning goals based on

LEARNING OBJECTIVES COMPETENCIES

Formative Practice Activities based on

LEARNING ACTIVITIES OBJECTIVES

Formative or Summative Assessment

LEARNING ASSESSMENTS based on the COMPETENCIES
Date: 04-22-2021 Version: V2 DC No: -QMR--051
 How should it be assessed?
• Teachers need to communicate to the learners what
they are expected to learn , involve them in
assessing their own learning at the beginning,
during and end of every lesson. (self-correcting
strategy)
• They need to use data from the assessment to
continually adjust instruction to ensure attainment
of learning.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 Daily Lesson Plan
• Competencies
• Objectives
• Content
• Learning Resources
• Procedures (4As-Activity, Analysis, Abstraction, Application)
• Reinforcement Activities
• Reflection

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 The 4As
• Activity - This will bring understanding to
what the learners already know and clarity to what
learners should learn further. At this early stage,
the student should already have a retrospect of
what they will be learning through the activity that
will be presented.
Caution: There will be no processing from the teacher on this
part. No feedback must be received from the teachers relative to
the activity outputs

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 The 4As
• Analysis - A more in-depth understanding of the
lesson, it is another phase where the students will process
and classify what is valid and not. The teacher on this part
will ask further questions and will also lead as a facilitator
rather than mere lecturing and sharing facts and ideas. The
students now gains a wider view of the lesson but at the
same time draws closer to the main topic.
Caution: The teacher will provide processing questions to allow learners to validate their
answers if it is correct or it still needs further improvement. But this part of the lesson
must not be threatening to students.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 The 4As
• Abstraction - The teacher on this part will now focus
entirely on the lesson being presented and ask more lead
questions to lead the students in reinforcing what they know and
should know more. The student here starts to feel more the
importance of the lesson to her and see the necessity of it to
his/her life.
Caution: The teacher will focus on discussion and formative practice activities. This can be
the venue that teachers can give guided practice through activities and other learning
targets. This is where objectives will be satisfied.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 The 4As
• Application - The word itself describes the stage as
bringing the student to a more practical way of using HOW are
they going to use what they have learned and thinking of new
ways on how it can be improve further.
Note: The teacher will focus on assessing the learning outcome of the lesson
based on the competency. Formative and Summative assessments must be
aligned with the competencies

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 Remember

“Meticulous planning will enable

everything a man does to appear
spontaneous.”
-Mark Caine

Date: 04-22-2021 Version: V2 DC No: -QMR--051

THANK YOU.

Date: 04-22-2021 Version: V2 DC No: -QMR--051