Lesson & Learning Plans

Lesson Plans

• A lesson plan serves as a blueprint for a teacher’s daily instructional activities
• It outlines objectives, materials, procedures, activities, and assessments.

Instructional Materials

• Enriches classroom instruction
• Can include textbooks, worksheets, visual aids, digital resources, manipulatives, and other teaching aids.

Supplementary Activities

• Optional activities to reinforce learning
• Provides additional practice and deepens understanding
• Extends learning beyond the core lesson.

Learning Plans

• Provides a structured guide for teachers and students
• Helps to achieve learning objectives effectively
• Ensures lessons are well-organized and aligned with curriculum goals
• Caters to different learning needs
• Key reasons for a Learning Plan include:
  • Clear Objectives
  • What students should learn and achieve
  • Effective Time Management
  • Helps teachers allocate time efficiently for different activities
  • Engagement & Motivation
  • Incorporates diverse instructional strategies to keep students engaged
  • Assessment & Evaluation
  • Provides a basis for measuring student progress and adjusting instruction.

Detailed Lesson Plans

• Used by new teachers or those with less than a year of experience
• Delivers a lesson including objectives, materials, procedures, assessment methods, and time allocations.
• Enables effective and organized instruction for novice teachers.

Differentiated Instruction

• Tailors learning experiences to meet diverse student needs
• Acknowledges different learning styles, abilities, and interests
• Adapts instruction accordingly
• Teachers differentiate instruction in several ways:
  • Content
  • Adjusts what students learn
  • Example: providing different reading materials based on reading levels
  • Process
  • Varies how students learn
  • Example: using visual, auditory, or hands-on activities
  • Product
  • Allows different ways for students to demonstrate understanding
  • Example: essays, presentations, or projects
  • Learning Environment
  • Modifies the classroom setting to support different learning preferences
  • Example: flexible seating or quiet spaces
• Aims to help all students succeed
• Provides appropriate challenges and support.

Achievement Tests

• Standardized tests design to measure a person’s knowledge or skills
• Focused on a specific subject or area
• Assess what a student has learned after instruction
• Typically covers math, reading, science, or history
• Key features include:
  • Measuring the learned knowledge
  • Used for evaluation in schools, workplaces, or certification programs
  • Can be standardized or teacher-created
  • Examples: SAT Subject Tests, AP Exams, state assessments, and classroom end-of-unit tests.

Formative Tests

• Evaluations used during the learning process to monitor student progress
• Provides feedback for improvement
• Helps teachers adjust instruction based on student needs before final assessments
• Key features, include:
  • Ongoing and informal
  • Occurs throughout a lesson or unit
  • Immediate feedback
  • Helps students and teachers identify strengths and areas for improvement
  • Low stakes
  • Typically not graded or have minimal impact on final grades
  • Encourage active learning
  • Helps students take ownership of their learning.
• Examples: quizzes, exit tickets, think-pair-share discussions, concept maps or graphic organizers, peer or self-assessments, classroom polls or digital tools.

Diagnostic Tests

• Used to evaluate a student’s prior knowledge, strengths, weaknesses, and learning gaps
• Helps teachers identify areas where students need extra support or enrichment.

Summative Tests

• Evaluations used at the end of a unit, course, or academic period
• Measures what students have learned
• Assess overall achievement
• Determines if students have met learning objectives
• Key features include:
  • Occurs at the end of instruction, measuring final understanding
  • High stakes: Often graded and used for reporting progress
  • Evaluates mastery: Assesses how well students have achieved learning goals
  • Can be standardized, teacher-created, formal or informal.
• Examples: final exams, standardized state tests, end-of-unit or chapter tests, research papers or projects, and performance-based assessments.

DepEd School Forms (SFs 1-10)

• Used for student records, monitoring, and reporting in the Philippines
• Each form serves a specific purpose in documenting student information, attendance, grades, and progress
• SF 1 - School Register contains a list of enrolled students per section, including personal details
• SF 2 - Daily Attendance Report of Learners tracks student attendance (present, absent, tardy) each month
• SF 3 - Books Issued and Returned records textbooks or learning materials distributed to students and their return status
• SF 4 - Monthly Learner’s Movement and Attendance Report summarizes student enrollment, transfers, dropouts, and attendance for school reports
• SF 5 - Report on Promotion and Learning Progress & Achievement contains students' final grades and promotion status at the end of the school year
• SF 6 - Summary Report on Learner’s Academic Performance summarizes the school’s overall academic performance, used for monitoring student progress
• SF 7 - School Personnel Assignment List and Basic Profile lists teachers and school staff, including their teaching assignments and personal information
• SF 8 - Learner’s Basic Health and Nutrition Report contains health and nutrition records of students, including height, weight, and medical conditions
• SF 9 - Learner’s Progress Report Card is the official student report card showing quarterly grades, conduct, and remarks
• SF 10 - Learner’s Permanent Academic Record is the student’s official transcript of records, showing grades from previous school years (formerly Form 137)
• These forms help track student progress, maintain accurate records, and ensure smooth school operations

Philippine Professional Standards for Teachers (PPST)

• Contains seven domains that represent key areas of teacher competence and professional growth
• Guides teachers in delivering quality and improving their practice
• Domain 1: Content Knowledge and Pedagogy
  • Mastery of subject matter, teaching strategies, and integration of technology
• Domain 2: Learning Environment
  • Creates a safe, inclusive, and supportive environment conducive to learning
• Domain 3: Diversity of Learners
  • Recognizes and addresses students’ diverse needs, abilities, and learning styles
• Domain 4: Curriculum and Planning
  • Designs and implements well-structured lessons aligned with curriculum standards
• Domain 5: Assessment and Reporting
  • Employs various assessment tools to monitor student progress and provide feedback
• Domain 6: Community Linkages and Professional Engagement
  • Collaborates with families, communities, and stakeholders to support student learning
• Domain 7: Personal Growth and Professional Development
  • Promotes continuous improvement of teaching skills through reflection, research, and lifelong learning
• It serves as a framework for teacher development, evaluation, and career progression in DepEd.

Republic Acts (R.A.) Related to Teaching Profession

• R.A 7836 – Philippine Teachers Professionalization Act of 1994
  • Regulates teaching practice
  • Requires teachers to pass the Licensure Examination for Teachers (LET)
  • Establishes the Professional Regulation Commission (PRC) and the Board for Professional Teachers (BPT)
• R.A. 4670 – The Magna Carta for Public School Teachers (1966)
  • Protects public school teacher rights and welfare
  • Provides job security, fair salaries, benefits, and professional development
  • Defines working conditions, including teaching hours, leave benefits, and protection from unfair dismissal
• R.A. 10533 – Enhanced Basic Education Act of 2013 (K-12 Law)
  • Implements the K-12 Program, adding two years of Senior High School (Grades 11 & 12)
  • Requires curriculum enhancements to align with global education standards
• R.A. 10912 – Continuing Professional Development (CPD) Act of 2016
  • Mandates regular training and development for teachers and other professionals
  • Requires CPD units for PRC license renewal
• R.A. 7722 – Higher Education Act of 1994
  • Establishes the Commission on Higher Education (CHED) to oversee higher education institutions
• R.A. 9155 – Governance of Basic Education Act of 2001
  • defines the roles and responsibilities of DepEd, schools, and teachers
  • Emphasizes school-based management
• R.A. 8371 – Indigenous Peoples’ Rights Act of 1997
  • Ensures indigenous students receive culturally relevant education
  • Encourages teachers to integrate indigenous knowledge and practices
• R.A. 10157 – Kindergarten Education Act of 2012
  • Makes kindergarten mandatory
  • Ensures specialized training for kindergarten teachers
• R.A. 7610 – Special Protection of Children Against Abuse, Exploitation, and Discrimination
  • Protects students from abuse, violence, and discrimination
  • Requires teachers to report child abuse cases
• R.A. 10627 – Anti-Bullying Act of 2013
  • Requires schools to have anti-bullying policies
  • Mandates teachers to prevent, identify, and report bullying

Principles of Learning

• Guiding frameworks based on educational psychology and research
• Readiness Principle: Learning is optimal when students are physically, emotionally, and mentally prepared
• Exercise Principle: Practice and repetition reinforce learning
• Effect Principle: Learning is enhanced by positive experiences and weakened by negative ones
• Primacy Principle: Initial information has a lasting impact
• Recency Principle: The most recent material is best remembered.

Rubrics

• Assess student performance through defined criteria
• Summary of differences in rubric types:
  • Holistic: Gives overall score
  • Analytic: Separates scores for multiple criteria
  • Scoring: Uses numerical values
  • Descriptive: Provides detailed feedback without assigning scores

Outcome-Based Education (OBE)

• Student-centered teaching approach
• Focuses on specific learning outcomes
• Prioritizes what students will be able to do after instruction
• Key features:
  • Clearly Defined Learning Outcomes: Goals based on what students must know, do, and value.
  • Flexible Teaching Methods: Adjusts strategies to achieve desired outcomes.
  • Student-Centered Learning: Active student involvement in learning tasks.
  • Assessment: Aligned with Outcomes: Evaluation measures if students have learned intended outcome
  • Continuous Improvement: Promotes ongoing assessment and curriculum enhancement
• Traditional Education vs. Outcome-Based Education:
  • Focus: Content vs. Outcomes
  • Teaching Approach: Teacher-centered vs Student centered
  • Assessment: Exams/quizzes vs performance & real-world
  • Flexibility: follows a fixed syllabus vs adjusts based on students' needs
  • Success Measure: Completion of Course vs Achievement of learning outcomes
• OBE in the Philippines:
  • Supported by R.A. 10533 (K-12 Law)
  • Required by CHED Memorandum Order No. 46 (2012) for quality assurance
  • Emphasized by DepEd Curriculum Guides
• Importance of OBE:
  • Prepares students for real-life application
  • Focuses on skills, competencies, and deeper understanding
  • Promotes practical learning
  • Encourages critical thinking and problem-solving
  • Allows flexibility in teaching and learning approaches

Portfolios

• Showcases student learning and skills over time
• Portfolio Types
  • Process Portfolio shows learning progress over time- tracking of growth.
  • Product Portfolio shows final work- showcase achievements
  • Reflective Portfolio shows self assessment- personal growth
  • Performance Portfolio shows demonstrations- skill based courses
• Why to portfolios?: deeper learning, track progress, self reflection, authentic assessment

Most Essential Learning Competencies (MELCs)

• Priority objectives ensuring quality education during challenges like the COVID-19 pandemic focus on essential learning
• Key characteristics of MELCs:
  • Essential Learning: Prioritizes fundamental skills and knowledge and reduces the critical competencies to streamline the curriculum
  • Bridges Learning - Gaps: Helps students master core concepts during limited classroom time
  • Contextualized and Adaptable: Modified based on local needs, learning delivery methods, and resources
  • Vertical and Horizontal Alignment: Vertical aspects build upon each other across different subjects
  • Learner-Centered. focuses on application of knowledge and promotes creativity
  • Reduces Overloaded Curriculum focuses on teaching most skills
  • Supports Flexible Learning Can be delivered through multiple learning modes
• Reasons for MELCs importance, includes.
  • Streamlines learning
  • Preparing for real world applications
  • Ensures learning continuity
  • Provides flexibility.

Philippine MATATAG Curriculum

• Department of Education (DepEd), for foundational educational kills.
• Foundational, reducing curriculum overload and enhances success of the material.
• The main goal of the MATATAG program: literacy across the fundamental educational categories.
• Goals of the MATATAG Curriculum include:
  • Strengthen Foundational Skills- prioritize core skills
  • Reduce Curriculum Overload removes redundant skills for streamlining, essential skills are promoted
  • Enhance Support for Teachers- provides better training and promotional material
  • Improve Learning Assessment Track overall progress
  • Inclusive Leaning- accessible to all

Why MATATAG Program?

• Provides addresses for systems in the Philippines, ensures essential skills as students develop, and it reduces burden for students and teachers.