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Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

• DepEd Order No. 42, series of 2016 provides policy guidelines for daily lesson preparation in the K to 12 Basic Education Program.
• It supports teachers in organizing and managing classes and lessons effectively to achieve learning outcomes.
• Preparing lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) provides teachers with reflection opportunities.
• The guidelines aim to empower teachers to provide quality instruction, acknowledging learner diversity and promoting success.
• The guidelines advocate for varied instructional and formative assessment strategies, including integrating Information and Communications Technologies (ICTs).
• The goal is to help teachers guide, mentor, and support students in developing and assessing their learning across the curriculum.
• These guidelines remain in effect unless repealed, amended, or rescinded.
• Immediate dissemination and strict compliance with the guidelines are required.

Scope of the Policy

• Guidelines apply to K to 12 teachers for preparing daily lessons through DLP and DLL.
• The policy was formed through collaboration with teachers and school heads.

Definition of Terms

• Instruction: Methods and processes used to direct learning.
• Instructional planning: Systematically planning, developing, evaluating, and managing instruction using teaching and learning principles.
• Daily Lesson Log (DLL): A template teachers use to log parts of their daily lesson, covering objectives, content, learning resources, procedures, remarks, and reflection.
• Detailed Lesson Plan (DLP): A teacher's "roadmap" for a lesson with a detailed description of the steps to teach a topic, containing objectives, content, learning resources, procedures, remarks, and reflection.

Policy Statement

• DepEd issues guidelines to institutionalize instructional planning as a critical part of teaching and learning.
• The policy supports teachers in organizing and managing K to 12 classrooms effectively, responding to learners' needs.
• DLP and DLL preparation should cultivate reflective practice among teachers.
• Daily lesson preparation is considered a core function of teachers, which is affirmed through DepEd's Results-based Performance Management System (RPMS).
• Well-prepared lessons are fundamental for ensuring quality teaching and learning in schools.

The Instructional Process

• The instructional process, according to Airasian (1994), has three steps: planning instruction, delivering instruction, and assessing learning.
• Teaching starts before the teacher steps in front of a class.
• Teachers should organize and develop a plan, implement it, and measure its effectiveness.

Lesson Planning

• Lesson planning is one way of planning instruction.
• Lesson planning involves prediction, anticipation, sequencing, and simplifying, according to Scrivener (2005).
• A hallmark of effective teaching is to help teachers set learning targets for learners.
• It ensures daily classroom activities lead to learner progress, achievement, or the attainment of learning outcomes.

Elements for Effective Teaching

• Identify clear lesson and learning objectives while linking activities to them.
• Create quality assignments that are positively associated with quality instruction and student work.
• Plan logically structured lessons with clear goals that progress step-by-step.
• Plan instructional strategies and their timing.
• Use advance organizers, graphic organizers, and outlines.
• Consider student attention spans and learning styles.
• Develop objectives, questions, and activities that reflect higher- and lower-level cognitive skills.
• Have learner-centered objectives aligned with curriculum standards.

Resource Use

• Teachers can use multiple available resources like the Teacher's Guide (TG), Learner's Material (LM), the Learning Resources Management and Development System (LRMDS) portal, textbooks, supplementary materials, digital/multimedia/online, and teacher-made materials.
• Materials should serve as resources, not as the curriculum.

Teaching Methods

• With a lesson plan, teachers can anticipate areas where learners might struggle.
• Teachers can prepare strategies that help learners understand, build on prior understanding, and cater to individual needs.
• Instructional strategies should consider learners' cognitive ability, learning style, readiness level, multiple intelligences, gender, socioeconomic background, ethnicity, culture, physical ability, personality, and special needs.
• Teachers should be flexible and adjust instruction to respond to learners' needs and treat learners as active agents.
• A lesson plan should outline activities for both teacher and learners to build understanding together.

Assessment

• Effective teachers prepare assessment plans, especially formative assessments.
• Formative assessment, as defined in DepEd Order No. 8, series of 2015, is ongoing, closely linked to learning, informal, and aimed at helping students recognize strengths and weaknesses.
• Teachers need to prepare a formative assessment plan integrated into the lesson aligned with the lesson objectives.
• The lesson plan should embody the unity of instruction and assessment.
• Teachers should identify reliable ways to measure understanding, involving students in self-assessment and using data from assessment to adjust instruction and ensure learning outcomes are met.

Parts of a Lesson Plan

• A lesson plan contains beginning, middle, and end parts, termed Before the Lesson, the Lesson Proper, and After the Lesson.
• Before the Lesson: the opening that includes reviewing the previous lesson, clarifying concepts, introducing the new lesson, linking old and new lessons, and stating objectives.
• It is a time to check learners' background knowledge, connect new and known lessons of the lesson, or get learners interested with warm-up activities.
• The Lesson Proper: the middle part to present new material, explaining, modeling, demonstrating, and illustrating concepts for students to internalize.
• It is a time for teachers to convey new information, help master it, provide feedback, and regularly check for understanding the lesson.
• After the Lesson: the closing with wrap-up activities summarizing the lesson, recalling activities/concepts, and reinforcing/assessing the day's lesson.

Instructional Models, Strategies and Methods

• Teachers choose from instructional models with corresponding strategies and methods.
• An instructional model involves a philosophical orientation to learning like behaviorism, cognitivism, constructivism, social interactionism, etc.
• An instructional strategy is a teaching approach influenced by educational philosophies
• An instructional method is the specific activity teachers and learners do in the classroom.
• An instructional strategy uses different instruction briefly.

Different Instructional Strategies

• Direct instruction: Systematic, structured, sequential teaching with steps like presenting material, explaining, and reinforcing facts, rules, and action sequences through demonstrations, didactic questions, drills.
• Indirect instruction: Being an active teaching strategy methods for concept and inquiry learning through case studies, cloze procedures, concept formation, inquiry or reflective discussion
• Interactive instruction: Teaching that addresses learners' need to engage, and interact with others through brainstorming, debates, cooperative learning, interviewing, small group/whole class discussions
• Experiential instruction: Involving students directly to emphasizes the process more than the product with games, experiments, field trips, model building, field observations, role plays, and simulations.
• Independent study: teaching in which the teacher's external control is reduced where student initative,reliance, including assigned questions, correspondence lessons, computer assisted instruction, essays, homework, learning contracts, reports, research projects, etc.

Features of the K to 12 Curriculum

• Teachers should emphasize the features of the K to 12 curriculum.
• Spiral Progression: Students learn concepts while young and repeatedly revisit these concepts with increasing complexity as they advance.
• Constructivism: Learners are active constructors of knowledge.
• Differentiated Instruction: Multiple learning options are provided so learners with differing abilities and needs can access the same content.
• Teachers should include lesson options so different kinds of learner can learn the topic. A continual need to conduct formative assessment of learners.

Importance of Lesson Planning

• Lesson planning increases the chance of a lesson being carried out successfully.
• Lesson planning allows teachers to inculcate reflective practice to ensure genuine facilitation of learning.
• Lesson planning ensures teachers can master learning area content, showing ownership of it, plus knowledge of the learners themselves.

Elements of a Lesson Plan

• Experts agree that, a lesson plan assists the question: "What should be taught? How should it be taught? and How should learning be assessed?"
• Curriculum Guide (CG) or standards, essential to ensuring the required abilities by means of knowledge, skill and demonstration or learning competencies.
• Following the CG and vision for learners they can set a vision for mastery and readiness to meet grade-level curriculum standards
• Lessons should increase in curriculum by maximizing content and capabilities

Contextualization

• Section 5 of RA 10533 states that teachers should teach learner-centered.
• Contextualization further leads to bio-geographical, historical, and sociocultural context of the learners through localization and indigenization

ICT Integration

• ICT integration enables one to use technology when planning and implementing lesson with appropriate equipment and peripherals to help the student access, organize, process, create, communicate or collaborate new products with others in the classroom.

Daily Lesson Log (DLL) Mandates

• Teachers with at least one year of teaching experience aren't mandated to prepare a DLP, and teachers who are to fill the shorter DLL.
• Seasoned veterans should train new teacher to prepare the DLLs.
• Charts are available.

DLL Template Elements

• Objectives related to content knowledge and competencies.
• Content topics or individual content are to be subject.
• References and resources.
• Procedures for presentation of the lesson, motivation, instruction based on feedback, mastery and appraise
• Teachers will indicate the lesson details that require another continuation in re-teaching.
• Reflection requires teachers to gauge number additional assistance, strategies and to gauge effectiveness.

Detailed Lesson Plan (DLP) Mandates

• Newly hired educators without experience will train a daily DLP for a year.
• Teachers must also complete for content or subject matter in lesson plan format
• Format will include learning and resource with steps to help the students know what to find in the activities. -Objectives state results from instructions to be aligned with curriculum standards