EDUC-104 Module 4 PDF

# MODULE 4 ## LEARNER-CENTERED LESSON PLANS - Lesson 1 The Learner-centered Lesson Plan - Lesson 2 Instructional Learning Processes - Lesson 3 Lesson Chunking and Microteaching Basics ## FACILITATING LEARNER-CENTERED TEACHING ### INTRODUCTION This module presents the learner-centered lesson plan...

# MODULE 4 ## LEARNER-CENTERED LESSON PLANS - Lesson 1 The Learner-centered Lesson Plan - Lesson 2 Instructional Learning Processes - Lesson 3 Lesson Chunking and Microteaching Basics ## FACILITATING LEARNER-CENTERED TEACHING ### INTRODUCTION This module presents the learner-centered lesson plan. You will learn the basic parts, functions of each part and characteristics of a learner-centered lesson plan. You may also develop lesson plan chunk through demonstration teaching, appropriate strategies in order to cater the learners' diversity, learning styles and backgrounds. ### OBJECTIVES After studying the module, you should be able to: 1. identify the different parts, functions and characteristics of a learner-centered lesson plan; 2. compare and contrast an exemplar learner-centered lesson plan with teacher or content-centered lesson plans; 3. craft lesson plan chunk emphasizing the use of a selected strategy; and 4. implement the designed lesson plan chunk and the appropriately chosen/selected strategy in response to learners' diverse needs, learning style and backgrounds (linguistic, cultural, socio-economic and religious). ### DIRECTIONS/ MODULE ORGANIZER The module contains four lessons. Read every lesson and carefully understand then respond to the evaluation tasks given to find out how much you have learned. Submit your output to your instructor for the course. You can contact your course teacher and discuss during the face-to-face meeting if you experience any difficulties. God bless and enjoy reading... # Lesson 1 ## THE LEARNER-CENTERED LESSON PLAN ### Lesson Plan - A daily plan - Serves as the teacher’s blueprint. - Sets forth the proposed program or instructional activities for each day. - The instructor’s road map of what students need to learn and how it will be done effectively during the class time. - It indicates the various achievements to be realized as well as the specific means by which these achievements should be attained. ### Importance of Lesson Plans A well-prepared lesson plan has the following uses: 1. It offers optimum results in terms of objectives, activities and methods. 2. It serves as a guide to an appropriate teacher 3. It helps in the organization of lessons. 4. It is useful for the teacher to develop foresight which can contribute to teaching and can stimulate him/her to become more creative. 5. It prevents waste of time, haphazard teaching, and/or unorganized activities. 6. It gives a sense of security, especially to the beginning teacher who feels nervous and tense. A well-prepared Lesson plan boosts a teacher’s self-confidence. . It ensures good instruction and prepares the teacher for an effective teaching. 8. It serves as a means of supervising the teacher’s competency and effectiveness, and it determines the teacher’s mastery of the subject matter and teaching preparedness. 9. It can be used by a substitute teacher who will frame future lessons. ### TYPES OF LESSON PLANS 1. Detailed Lesson Plan-comprises of teacher’s activity and student activity. 2. Semi-detailed Lesson Plan- omits student activity. 3. Brief Lesson Plan-very short and can take the form of an instructional material for the learners. Note: Teacher’s Activity - Question (Q) Students’ Activity - Expected Answers (A) ### Elements of a Lesson Plan/ Instructional Plan/ Learning Plan Dr. Madeline Hunter’s research indicates that effective teachers usually include the following elements in their lesson plan a. Anticipatory set- a short activity, dispatch or prompt that focuses the students attention and ties previous lesson’s to today’s lesson. b. Purpose- an explanation of importance of this lesson and a statement concerning what students will be able to do when they have completed it. c. Input- the vocabulary, skills, and concepts to be learned. d. Modeling- the teacher demonstrates what is to be learned. e. Guided practice- the teacher leads the students through the steps necessary to perform the skill using multiple modalities. f. Checking for understanding- the teacher uses a variety of questioning strategies to determine if the students are understanding. g. Independent practice- the teacher releases students to practice on their own. . Closure- a renew or wrap-up of the lesson. W.H.E.R.E.T.O W- WHERE and WHY- Where will I help my students to know where they are headed why they are going there and what ways there will be evaluated along the way. H- HOOK and HOLD- how will I hook and engage the learners? How will I keep them engage? E- EXPLORE and EXPERIENCE, ENABLE and EQUIP R- REFLECT, RETHINK, REVISE- how will I encourage the learners to rethink previous learning? How will I encourage on going revision and refinement? E- How will I promote students SELF EVALUATION an REFLECTION? T- TAILOR and personalized the work how will I tailor the learning experience to the nature of the learners I serve? How might I differentiate instruction to respond to varied needs of students? O- ORGANIZE for optimal Effectiveness How will I organize the learning experience for maximum engagement and effectiveness? What sequence will be optimal given the understanding and transfer goals? ### Take note of the following: - For lesson development apply all Principles of teaching and learning and effective instructional strategies you learned. - To develop a lesson plan you have to refer to the K to 12 curriculum Guide. - The competency may serve as your lesson objective. The Department of Education developed Learner’s Materials and Teacher’s Guides for the K to 12 Curriculum Guide. Visit http://lrmds.deped.gov.ph - A lesson plan may vary but all lesson plans must have: 1. Objectives 2. Content/topic/subject matter, References, Materials 3. The process or stages of lesson development (includes variety of learning activities that engage students to explore, think, questions, reflect, make connections, master the skill or concept and apply the skill or concept learned in real life. 4. Assessment 5. Assignment; other don’t ### PARTS OF A LESSON PLAN - **Date** The date gives the teacher a time frame within which he/she expects to finish teaching the lesson. If learning is not satisfied, re-teaching must be done after, and a date for re-teaching must also be reflected in the lesson plan. - **Day** - **Time** - **I. Objectives** The lesson plan objectives provide specific goals that must be attained by the class, give a direction to class discussion, and call for expected outcomes. - **II. Subject Matter** Subject matter or specific topic includes sources of information. - II.A. References - II.B. Materials - **III. Procedure** Procedure includes the teaching-learning activities(TLA). - A. Preliminary Activities - B. Developmental Activities/Lesson Proper 1. Motivation 2. Presentation 3. Discussion 4. Generalization 5. Application 6. Values Infusion (NOTE: integrate in any part of the lesson plan) - **IV. Evaluation** Evaluation can take the form of a formative after the day’s lesson to determine the mastery learning. - **V. Assignment** Assignments or agreement includes questions, exercises and or a set of practice specified by the teacher. In order to succeed in discussing the assignment for the following day, a teacher must give focused/specific questions for students to answer. ## DO 42, s. 2016Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program 1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. 2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools. These guidelines aim to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the achievement of learning outcomes. 3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and provides teachers with an opportunity for reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process. These guidelines also aim to empower teachers to carry out quality instruction that recognizes the diversity of learners inside the classroom, is committed to learners’ success, allows the use of varied instructional and formative assessment strategies including the use of information and communications technologies (ICTs), and enables the teacher to guide, mentor, and support learners in developing and assessing their learning across the curriculum. 4. These guidelines will remain in force and in effect unless sooner repealed, amended, or rescinded. All issuances inconsistent with this Order are hereby rescinded. ### Daily Lesson Log (DLL) A template that teachers use to log parts of their daily lessons. The Daily Lesson Log covers a day’s or a week’s worth of lessons. ### Daily Lesson Log guidelines for daily lesson preparation was issued by the Department of Education to institutionalize instructional planning which is critical part of the teaching and learning process in public schools. These guidelines are meant to support teachers in effectively organizing and managing K to 12 classrooms to be genuinely responsive to learner’s needs. These guidelines in the preparation of K-12 Daily Lesson Log shall instill reflective practice among teachers by providing them opportunities to think about and reflect on their instructional practices. ### Daily Lesson Log preparation is part of the teacher’s core function as a facilitator of learning inside the classroom. Well-prepared and well-planned lessons are fundamental to ensuring he delivery of quality teaching and learning in schools. DepEd guidelines, teachers with at least one (1) year of teaching experience, including teachers with private school and higher education institution (HEI) teaching experience, shall not be required to make a Detailed Lesson Plan. Teachers who have been in the service for at least one (1) year, handling learning areas with available LMs and TGs provided by the Department shall not be required to prepare a DLP. Instead, they shall be required to fill out a weekly K-12 Daily Lesson Log (DLL). Teachers are allowed to work together in preparing DLLs. Seasoned or veteran teachers shall also mentor new or novice teacher in the preparation of DLLs. ### Standards and Competencies in the K to 12 Curriculum The Curriculum Guide of the K to 12 Curriculum contains content and performance standards and competencies, not objectives. It makes use of standards-based instruction. - **Content standards** define what students should know and be able to do. These are benchmarks which identify the expected understandings and skills for a content standard at different grade levels. - **Performance Standards** (or indicators) describe how well students need to achieve in order to meet content standards. They are the levels of proficiency which the students are expected to demonstrate what they know and what they are able to do. - **Competencies** are more specific versions of the standards. They are specific tasks performed with mastery. They also refer to the ability to perform activities within an occupation or function to the standards expected by drawing from one’s knowledge, skills, and attitudes. ### Parts of a K-12 Daily Lesson Log (DLL) 1. **Objectives** - This part of the DLL includes objectives related to content knowledge and competencies. Lesson objectives describe the kinds of content knowledge and processes teachers hope their students will learn from instruction. The lesson objectives describe the behavior or performance teachers want learners to exhibit in order to consider them competent. The objectives state what the teacher intends to teach and serve as a guide for instruction and assessment. - The content standards refer to the learning area-based facts, concepts, and procedures that students need to learn, while the competencies pertain to the knowledge, skills and attitudes that students need to demonstrate in a lesson. The competency codes are also logged in this part of the DLL. 2. **Content** - The topic or subject matter pertains to the particular content that the lesson focuses on. 3. **Learning Resources** - This part of the DLL asks teachers to log the references and other learning resources that the teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook and the additional materials from the LRMDS portal. The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references. This part of the DLL can also include the supplies, equipment, tools and other non-print materials needed for activities before, during and after the lesson. 4. **Procedure** - This part of the DLL contains ten (10) parts including: a. Reviewing previous lesson/s or presenting the new lesson. b. Establishing a purpose for the lesson will motivate the learner to learn the new lesson. c. presenting examples/instances of the new shows instances of the content and competencies. d. discussing new concepts leads to the first formative assessment. e. Continuation of the discussion of new concepts leading to the second formative assessment that deepens the lesson and shows learners new ways of applying learning. f. Developing mastery, which leads to the third formative assessment, can be done through more individual work activities such as writing, creative ways of representing learning, dramatizing, etc. g. Finding practical applications of concepts and skills in daily living which can develop appreciation and valuing for students' learning by bridging the lesson to daily living. h. Making generalizations and abstractions about the lesson will conclude the lesson by asking learners good questions that will help them crystallize their learning so they can declare knowledge and demonstrate their skills. i. Evaluating learning is a way of assessing the learners and whether the learning objectives have been met. j. Additional activities for application or remediation will be based on the formative assessment and will provide children with enrichment remedial activities. - Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go through all ten (10) parts in every lesson. Teachers need to ensure that the procedures of the lesson lead to the achievement of the stated objectives. The formative assessment methods to be used by the teacher should determine if the objectives of the lesson are being met. These ten parts should be done across the week. 5. **Remarks** - This is a part of the DLL in which teachers shall indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of class suspension, etc. 6. **Reflection** - This part of the DLL requires teachers to reflect on and assess their effectiveness. In this part of the DLL, the teacher should make notes on the number of learners who earned 80% in the evaluation, the number of learners who require additional activities for remediation and those who continue to require remediation, the effectiveness of the remedial lesson, the teaching strategies or methods that worked well and why, and the difficulties teachers encountered that their principal or supervisor can be solve. ## SAMPLE LESSON PLAN IN SCIENCE ### I. OBJECTIVES - **A. Content Standard** The learners demonstrate understanding of materials undergo changes due to oxygen and heat. - **B. Performance Standard** The learner uses local, recyclable solid and or liquid materials in making useful products. - **C. Learning Competency** Investigate changes that happen in materials under the following conditions; presence or lack of oxygen and application of heat. (S5MT-lc-d-2) - **1. Unpacked Competency** Identify the physical properties of solid materials such as ductility, malleability, flexibility, elasticity, porosity, hardness and brittleness. ### II. SUBJECT MATTER or LEARNING CONTENT - **A. Topic** Changes that Materials Undergo - **B. Science Ideas** The physical properties of some solid materials are ductile, malleable, flexible, elastic, porous, hard and brittle. - **C. Science Processes** Observing, inferring, identifying, classifying - **D. Values Infusion/Values Integration/Value Focus** Cooperation and Appreciation of God's Creation - **E. Materials** Chalk, shoe box, metal bottle caps, hammer, glass of water, electric wire, block of wood - **F. References** Larisma, E. & Mariano, J.J. (2013). The New Science Links, Worktext in Science and Health 5 (First Edition). Rex Bookstore Inc. 856 Nicanor Reyes Sr. St., Sampaloc Manila. pp 173-178. San Diego, M.G. (2015). Voyages in Science 5. Missionbook Publishing, Inc., 373 Bookman Bldg. M. Quezon Avenue 1114, Quezon City, Philippines, pp2-9. https://www.youtube.com/watch?v=anHtDp9ZQRg - **G. Other Learning Resources** Developmental Activities / Lesson Proper ### III. LEARNING ACTIVITIES / DEVELOPMENTAL ACTIVITIES / LESSON PROPER - **A. Engage** 1. Drill Paste the name of each material on the board and let the learner classify them as useful or harmful. - old newspaper - insect repellent - vegetable scraps - medicines - old toys - paint - lotion - drugs 2. Review Let the learners read the following words: - old newspaper - insect repellent - vegetable scraps - medicines - old toys - paint - lotion - drugs Identify the following objects as solid, liquid, and gas. Write your answer on the blank before the number. - 1. Air - 2. Chalk - 3. Paper - 4. smoke - 5. Stars - 6. Vinegar - **B. Explore** 1. Motivation Ask the learners to name all the things they can see inside and outside of the classroom. What do you call all these things? 2. Presentation Introduce the new lesson by identifying some materials and describe their properties. (show pictures) 3. Pre-Activity Now, watch this video. Observe properly the changes that materials undergo. Identify the physical properties of materials is shown. The learners will be grouped into 4. Each group has a learning station assigned and materials to prepare. They will have a leader, a reporter and a recorder. They will be given 1 activity sheet. Each group will go around in 4 learning stations, perform the procedure indicated and write its observation in the activity sheet. Emphasize the following: handle the materials carefully. - **C. Explain** 1. Group Reporting Ask the learners to enumerate the standards for the group activity. The learners will perform the given activity. 2. Discussion Each group will present its work. It will be given 2-3 minutes only. It will use the Activity Sheet given to them. Based on the activity, what are the physical properties of materials which have you observed? 1. Ductility-property of solid to be transformed into wires. 2. Porosity- the ability of a material to hold liquid to a certain extent. 3. Brittleness- property of solid to be broken into pieces. 4. Elasticity- property of solid to return to its original shape after being stretched. 5. Malleability-property of solid to be hammered into sheets. 6. Flexibility-the ability of the material to be bent without breaking 7. Magnetic-the ability to attract material. 8. Hardness-the ability of a material to resist after being pressed and scratched. - **D. Elaborate** 1. Generalization Can you give other examples of solid materials which possess the said physical properties. What are the physical properties of solid materials? 2. Application Other example of generalization What have you learned today? In the form of individual activity or group activity. God provided us with bountiful materials around us. How are we going to show our appreciation with these materials. Identify the physical properties of solid materials (with pictures) - **V. Assignment** List at least 3 examples of solid materials in your home that possess the following properties: - 1. Brittleness - 2. Elasticity - 3. Porosity Download one sample of Daily Lesson Log, please visit this link https://www.depedresources.com/download-k-12-daily-lesson-log/. ## LEARNING ACTIVITY Aside from the lesson plan sample given, research other lesson plan format in other subjects which is aligned to k to 12 curriculum and a learner-centered lesson plan. Research atleast two (2). # Lesson 2 ## INSTRUCTIONAL LEARNING PROCESSES ### Learning Objectives Learning goals should be concise, straightforward, concrete descriptions about what learners should be able to achieve as a result of the lessons, teaching and learning that have taken place at the end of a lesson. They help you assess success and motivate your students to take responsibility for their learning. ### Instructional objectives are specific, measurable, short-term, observable student behaviors. ### Importance of Objectives - To provide direction to instruction. - To provide guidelines for assessment. - To convey instructional intent to others ### Guiding Principles in Determining and Formulating Learning Objectives 1. Begin with the end in mind - Says Covey, the author of "Seven Habits of effective People”. We must begin our lesson with a clearly defined lesson objectives. 2. Share lesson objectives with students - Make known to our students/learners our instructional objective and encourage them to make the lesson objective their own. - **Goals and Objectives** - aim, target, purpose, intention or desired result. 3. Lesson objectives must be in 2 or 3 domains - Knowledge (Cognitive), Skills (Psychomotor) and Values (Affective) - Our lesson maybe dominantly cognitive, psychomotor or affective. Dominantly cognitive if it is meant primarily for knowledge acquisition and dominantly psychomotor if it is intended for the acquisition and honing of skills. Lesson objectives in the affective domain are mainly focused on attitude and value formation. 4. Work on significant and relevant lesson objectives With our lesson objective becoming our students' lesson objective, too, our students will be self-propelled as we teach. The level of their self-motivation all the more increases when our lesson objective is relevant to their daily life, hence, significant. Our lesson objective must be connected to our students' life experiences. 5. Lesson objective must be aligned with the aims of education The vision-mission statements of educational institutions must filter down to the course objectives stated in the course syllabi, and in lesson objectives laid down in lesson plans. This means that the aims and goals of education as provided for in our laws filter down to our lesson objectives. 6. Aim at the development of critical and creative thinking If we want to contribute to the development of citizens who are critical and creative thinkers, the type of citizens needed to make democracy, then we should include in our scope of questions high-level, divergent, or open-ended questions. Our teaching strategies and techniques must be such that they serve as catalyst in the development of higher-order-thinking skills (HOTS) and creative thinking skills. - Original a. Knowledge - recalling previously learned material. b. Comprehension - restating previously learned material into one's own words. c. Application - using the knowledge into a new situation or problem. d. Analysis - breaking the knowledge into parts and making relationship among ideas. e. Synthesis - producing wholes from the parts or producing a new whole. - Revised Taxonomy a. Remember - retrieving relevant knowledge from long-term memory. b. Understand - determining the meaning of instructional messages, including oral, written, and graphic communication. - Interpreting - Exemplifying - Classifying - Summarizing - Inferring - Comparing - Explaining c. Apply - carrying out or using a procedure in a given situation. - Executing - Implementing d. Analyze - breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose. - Differentiating - Organizing - Attributing e. Evaluate - making judgments based on criteria and standards. - Checking - Critiquing f. Evaluation - judging the value of knowledge or the material learned. f. Create - putting elements together to form a coherent whole or make an original product. - Generating - Planning - Producing 7. For accountability of learning, lesson objectives must be SMART - **Specific Objectives** should be: - S - specific - M measurable - A attainable - R-result-oriented - T-time-bound - When our lesson objective is SMART it is quite easy to find out at the end of our lesson if we attained our objective or not. It will also be easier on our part to formulate a test that is valid to measure the attainment of our lesson objective. Moreover, our lesson becomes more focused for we have a concrete picture of the behavior that our students should be able to demonstrate if we realized our lesson objective. - SMART objectives increase our accountability for the learning of our students. With SMART lesson objectives, there is greater match between instruction and assessment. There is curriculum alignment. ### Three Domains of Learning/Knowledge or Behavioral Objectives/Taxonomy of Objectives 1. **COGNITIVE (Knowledge)** - Benjamin Bloom - What will students know? Describe the knowledge that learners are to acquire. - **1956** - Evaluation - Synthesis - Analysis - Application - Comprehension - Knowledge (Noun) - **2001** - Create - Evaluate - Analyze - Apply - Understand - Remember (to Verb Form) 2. **AFFECTIVE (Values, Attitudes)** - David Krathwohl - What will students value or care about? Describe the attitudes, feelings and dispositions that learners are expected to develop. - a. Receiving - willingness to be aware and pay attention to stimulus or phenomenon. - b. Responding - reacting to an event through participation. - c. Valuing - evaluating beliefs in the form of acceptance, preference, commitment. - d. Organization - organizing the values in relation to each other. - e. Characterization - acts in accordance with the acceptance value and becomes part of the personality. 3. **PSYCHOMOTOR (Skills)** - Elizabeth Simpson - What will students be able to do? Relate to the manipulative and motor skills that learners are to master. - a. Perception - awareness of sensory stimulus - b. Set relates cues / knows - c. Guided Response - performs as demonstrated - d. Mechanism - performs simple acts well - e. Complex Overt Response - skillful performance of complex acts - f. Adaptation - modifies acts for special problems - g. Origination - creates new movement patterns/shows creativity ### Teaching Content The term teaching content refers to the body of knowledge and information which teachers deliver and which students are expected to learn in a specific topic, content, or subject matter. Let us teach the content that: - aligned with the goals and objectives of the basic education curriculum. - responds to the needs of the learner. - includes cognitive, psychomotor and affective elements. - fully and deeply covers the essentials to avoid the "mile-wide-and-inch-deep" impression. ### GUIDING PRINCIPLES IN SELECTION AND ORGANIZATION OF CONTENT 1. One guiding principle related to subject matter content is to observe the following qualities in the selection and organization of content: - **VALIDITY** - Teaching the content that we ought to teach according to national standards explicit in the basic education curriculum; it also means teaching the content in order to realize the goals and objectives of the course as laid down in the basic education curriculum. - **SIGNIFICANCE** - What we teach should respond to the needs and interests of the learners, hence meaningful and significant. - **BALANCE** - Content includes not only facts but also concepts and values. The use of the three-level approach ensures a balance of cognitive, psychomotor, and affective lesson content. A balanced content is something that is not too easy to bore the above average student, neither not too difficult to turn off the average. It is something that challenges the student. To observe the principle of balance, no topic must be extensively discussed at the expense of other topics. - **SELF-SUFFICIENCY** - Content fully covers the essentials. Learning content is not "mile-wide-and-inch-deep." The essentials are sufficiently covered and are treated in depth. This is a case of "less is more. - **INTEREST** - Teacher considers the interest of the learners, their developmental stages and cultural and ethnic background. - **UTILITY** - Will this content be of use to the learners? It is not meant only to be memorized for test and grade purposes. What is learned has a function even after examinations are over. - **FEASIBILITY** - The content is feasible in the sense that the essential content can be covered in the amount of time available for instruction. A guaranteed and a viable curriculum is the first in the school- related factors that has the greatest impact on student achievement. (Marzano, 2003) 2. At the base of the structure of cognitive subject matter content is facts. We can't do away with facts but be sure to go beyond facts by constructing an increasingly richer and more sophisticated knowledge base and by working out a process of conceptual understanding. 3. Subject matter content is an integration of cognitive, skill, and affective elements. ### Lesson Planning - It is an integral part of the teaching process in the Philippine basic educational system. - It directs the teacher to specific teaching objective, without which the teacher, together with the students, cannot achieve anything in learning. ### Important points to remember in planning and organizing instruction In planning instruction it is good to be reminded of the following: 1. That our daily teaching-learning is supposed to contribute to the realization of the vision statement of the Department to help develop "Filipino who passionately love their country and whose values and competencies enable them to realized their full potential and contribute meaningfully to building the nation." 2. If you belong to a private institution, bear in mind the vision mission statement of your school in addition to the DepEd's vision and mission statement. Your teaching- learning must be aligned to your school's vision mission and to that of DepEd. 3. Consider, too, the Philippine Qualifications Framework (PQF) the framework issued through Executive order No. 83 by the office of the President on October 1, 2012 that describe the knowledge, skills, and values of Philippine Graduates at different levels in Philippine education system. While what are spelled out in the PQF are the knowledge, skills and values that grade 10 and grade 12 graduates are supposed to demonstrate (Level 1 and Level 2, respectively in the PQF). The teaching and learning process that take place from k to grade 10 matter a lot for they lay the foundation for grade 12. - According to the qualification formulated by DepEd, the grade 10 graduate must be able to demonstrate : - a) "knowledge across a learning areas with core competencies in communication, scientific, critical and creative thinking and the use of technologies. - b) Have an understanding of right and wrong, one's history and, deep respect for self others and their culture, and the environment. - c) Apply foundational knowledge, skills and values in academic and real life situation through round reasoning, informed decision making and the judicious use of resources. and, - d) Apply skills in limited situations with close supervision - Grade 10 students must have obtained National Certificate I from Technical Educational skills Development Authority (TESDA). - At the end of grade 12, the graduate must be able to demonstrate more knowledge and skills with the higher degree of independence. - The qualifications are: - a) knowledge across a learning areas and technical skills in chosen career tracks with advance competencies in communication, scientific, critical and creative thinking and the use of technologies. - b) have an understanding of right and wrong one's history and cultural heritage deep respect for self others and their culture: and environment. - c) Apply functional knowledge, technical skills and values in academic and real life situations through round reasoning, informed decision making and the judicious use of resources, and - d) apply skills in varied situations with minimal supervision together with these qualifications is National Certificate II from TESDA. - **NC I( National Certificate 1)** refers to one qualification level defined in Philippine TVET Qualification Framework where the worker performs a routine and predicable tasks; has little judgment; and work under supervision. - **NC II (National Certificate II)** performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of functions; and has accountability. 4. These grade 10 and grade 12 qualifications laid down in the PQF flow into the standards (referred to as outcomes in Outcomes-Based teaching and learning) that are contained in the curriculum guide for K to 12 developed. These standards are in different levels - learning area standards, key stage standards (end of grade 3, end of grade 6 end, of grade 12) grade level standards. The grade level standards are made mode specific in the content standards and performance standards per quarter or grading period which are in turn broken down into learning competencies. 5. Our instructional planning is supposed to begin with the study of K to 12 curriculum guide for the subjects that we teach. This should be your Bible as you plan and as you teach. A serious study of the curriculum guide will make clear focus of your subject/ learning area and of your lessons. The standard and competencies which are contained in the K to 12 curriculum Guide give direction and focus to your lesson s. it will also familiarized you with the scope and sequence of what you're supposed to plan and organized be it by lesson or unit form. 6. Which instructional plans are you going to prepare depends on what your school requires. It may be a unit plan or a lesson plan or both. Whatever plan you are asked to make, the parts are basically the same. The unit plan is more comprehensive than the lesson plan. 7. Apply all the principles of teaching and learning that you have learned and the research based instructional strategies as you plan instruction you should also be guided by the same guiding principles upon which K to 12 curriculum guide was developed. 8. Always begin with the end of mind. - Kompetencies-Enabling Objectives - Content standard - Performance standard - Exit Outcome - Big Outcome - Kompetencies and Content 9. Do assessment to ensure learning (assessment for learning). - Diagnostic test - Beginning of instructions entry skills and knowledge - Formative test - During instruction - attainment of competencies - Summative test - End of a unit/ grading period -content/ performance standard 10. Give your students opportunity to asses themselves. They are better motivated when they are engaged in self-directed learning. A scoring rubric will be of great help. 11. You teach two types of knowledge declarative (facts, concepts, principles, hypothesis, laws.) and procedural knowledge (manipulative skills, process). - Mastery of declarative knowledge can be assessed by paper-and-pencil test (traditional assessment) but Demonstration of skills and processes mastered can be assessed only by performance tests or by the presentation of a product (authentic assessment). - Except for the essay test, the paper-and-pencil-tests can be scored objectively. For objectivity of scoring, the essay test, the performance test and the product as evidence of learning, you have to have scoring rubrics. This means that for assessment of learning you make use of a balance of traditional and authentic forms of assessment. 12. Wiggins and Mc Tighe (2002) assert that assessment of the student performance consist of a photo album rather than more traditional of a snapshot. - **Assessment tools and process** - Test and quizzes with constructed-response (performance-based) items, rather than exclusive use of selected-response items (true-false, fill-in-the-blank, multiple choice. - Academic prompts - Clearly specify performance task elements, such as format, audience, topic and purpose. - Reflective assessment - Such as journals, logs, listen-think-pair-share activities, interviews, self-evaluation activities and peer response groups. - Culminating assessment - Projects that allow for student choice and independent application. - Don't forget the part of instructional planning is utilization of assessment results. The results of your diagnostic, formative and summative tests should guide you in your instructional decision-making. Should you adjust your instructional plan or proceed to the next intended learning outcome or objective depends on the assessment results you get. ## LEARNING ACTIVITY Activity in lesson 1 asked you to research atleast two sample lesson plans. Evaluate the components of the lesson plans if it is aligned with the principles and really suited to learner-centered teaching. Discuss your answer briefly. # Lesson