DepEd Order No.

42,
s. 2016
Policy Guidelines on Daily Lesson
Preparation for the
K to 12 Basic Education Program
Presentation Prepared by:
JONATHAN D. BOLANO
 Rationale
Instructional planning is essential to
teaching and learning.
Research shows that effective teachers
organize and plan their instruction.
Planning is fundamental to ensuring the
delivery of teaching and learning in
schools.
 Policy Statement
• To institutionalize instructional planning as a
critical part of teaching and learning process.

• These guidelines are meant to support

teachers in effectively organizing and managing
the K to 12 classrooms to be genuinely
responsive to learners’ needs.

• Preparation of DLP and DLL shall inculcate

reflective practice among teachers by providing
opportunities to think about and reflect on
their instructional practices.
 Policy Statement
 Daily lesson preparation is a part of
teachers’ core function as a facilitator
of learning inside the classroom as
affirmed in DepEd’s RPMS.

 Well-prepared and well-planned

lessons are fundamental to ensuring
the delivery of quality teaching and
learning in schools.
Instructional Process

Assessment of Learning

Delivery of Instruction

Planning Instruction
 Lesson
Planning
• Lesson planning is a
way of visualizing a
lesson before it is
taught.
• The objective of lesson
planning is learning.
• Lesson planning is a
hallmark of effective
teaching.
Elements of Effective
Teaching
Identifying clear lesson and
clear objectives while
carefully linking activities to
them which is essential for
effectiveness.
Creating quality
assignments, which is
positively associated with
quality instruction and
quality student work.
 Elements of Effective Teaching
• Planning lessons that have clear goals, are
logically structured and progress through
the content step-by-step.
• Planning the instructional strategies to be
deployed in the classroom and the timing
of these strategies.
 Elements of Effective Teaching
• Using advance organizers, graphic organizers,
and outlines to plan for effective
instructional delivery.
• Considering students’ attention spans and
learning styles when designing lessons.
• Systematically developing objectives,
questions, and activities that reflect higher
level and lower level cognitive skills as
appropriate for the content and the learners.
 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.
• Lesson planning helps teachers master
learning area content.
 Importance of Lesson
Planning
1. Planning lesson increases a
teacher’s chances of carrying
out a lesson successfully.
2. Lesson planning inculcates
reflective practice as it allow
teachers to think about their
teaching.
 Importance of Lesson
Planning
3. Additionally, lesson
planning helps teachers
master learning area content.
Elements of a Lesson Plan

• What should be
taught?

• How should it be
taught?

• How should learning

be assessed?
 Elements of a Lesson
Plan
•A lesson plan should aim to
answer the following questions:
a. What should be taught?
b. How should it be taught?
c. How should learning be
assessed?
 What should be taught?
• Follow the CG of the
learning area being taught.
• Have learner-centered
objectives that are aligned
with the standards of the
curriculum.
• Make use of multiple
resources that are available
including the TG, LM,
materials from LRMDS
portal, textbooks and other
supplementary materials.
 How should it be taught?

• Make use of strategies

that help learners learn,
build learners’
understanding and
respond to learners’
needs.
• Explore instructional strategies that
consider learners’ cognitive ability,
learning style, readiness level, MIs,
gender, socio economic
background, ethnicity, culture,
physical ability, personality, special
needs and the different ways
learners master the content of a
particular learning area.
• Be open to the possibility
of adjusting instruction to
respond to the needs of
learners.
 How should learning be
assessed?
DepEd Order No. 8 s. 2015-Policy
Guidelines on Classroom Assessment
for the K to 12 Basic Education Program
• Communicate to learners what
they are expected to learn, involve
them in assessing their own
learning at the beginning, during
and end of every lesson.
•Use data from the assessment
to continually adjust
instruction to ensure
attainment of learning
outcomes.
Parts of a Lesson Plan

Before the Lesson

The Lesson Proper

After the Lesson

 A. Before the Lesson
a. Review the previous lesson
b. Clarify concepts from the previous lesson
c. Clarify concepts from the previous lesson
d. Introduce the new lesson
e. Inform the class of the connection between the old
and the new lesson and establish a purpose for the
new lesson
f. State the new lesson objectives as a guide for the
learners.
 B. Lesson Proper
 present the new material to the class - convey
new information to the learners, help them
understand and master the information
 provide learners with feedback
 regularly check for learners’ understanding
 assess whether or not learners have mastered
the day’s lesson
 C. After the Lesson
 wrap-up activities
 assess whether or not learners have
mastered the day’s lesson
 provide assignment which is related to
the day’s lesson
Instructional Models, Strategies,
and Methods
• Instructional Models
Behaviorism

Cognitivism

Constructivism

Social Interactionism
Instructional Strategies
Direct Indirect
Instruction Instruction

Interactive Experiential
Interaction Instruction

Independent
Study
 Instructional Models, Strategies and
Methods
a. Direct instruction - to teach facts, rules and action sequences
b. Indirect Instruction - for concept learning and problem-centered learning
c. Interactive instruction - brainstorming, debates, cooperative learning, interviewing,
small group or whole class discussion
d. Experiential instruction - games, experiments, field trips, model building, field
observations, role play, simulations.
e. Independent study -Students interact more with the content through questions,
correspondence lessons, computer assisted instruction, essays, homework, learning
contracts, reports, research projects
 Features of the K to 12
Curriculum
Spiral Progression

Constructivism

Differentiated Instruction

Contextualization
Features of the K to 12 Curriculum
1. Spiral Progression - Previously encountered topics with an increasing level of
complexity
2. Constructivism - allow collaboration among learners.
3. Differentiated instruction - multiple learning options in the classroom
4. Contextualization - relate the curriculum to a particular setting, situation or area of
application to make the competencies relevant, meaningful and useful to learners
 ICT Integration
• integrate
technology in
the planning,
delivery and
assessment of
instruction.
Daily Lesson Log (DLL)
Teachers who have been
in the service for at least
one year, handling learning
areas with available LMs
and TGs provided by DepEd
Teachers are allowed to
work together, seasoned
teachers shall mentor
new/novice teachers
 Detailed Lesson Plan (DLP)
 Newly hired teachers with out professional
teaching experience shall be required to
prepare a daily DLP for a year.
 Teacher applicants as well as the teachers in
the service including Master Teachers who
will conduct demonstration teaching shall be
required to prepare DLP.
 Detailed Lesson Plan (DLP)
 Newly-hired teachers who earned a rating of
“Very Satisfactory” or “Outstanding” in RPMS
in a year shall no longer be required to
prepare DLPs, while newly-hired teachers
who earned a rating of “Satisfactory” shall be
required to prepare DLPs until such time that
their RPMS assessment has improved.
 Parts of DLP
A. Objectives
B. Content
C. Learning Resources
D. Procedures
E. Remarks
F. Reflection
 Objectives
Lesson plan objectives shall:
• describe learners’ behavior that should result
from instruction;
• state the behavior in terms that can be
observed and assessed; and
• indicate the content on which the behavior
will be performed.
Content
*Subject Matter or specific content that
the lesson aims to teach.

Learning Resources
*List of resources that a teacher uses to
deliver the lesson.
 Procedures
Before the Lesson

During the Lesson

After the Lesson

 Remarks
Reflection
 Monitoring and Evaluation
Preparation of DLP and DLL shall be part
of the performance assessment of those
who are Teacher I – III and Master Teacher
I – IV positions through the RPMS.
Compliance with DLP and DLL
preparations shall be monitored following
the RPMS Cycle.
Teachers with exemplary DLLs and DLPs
may be provided with incentives.