(As stated on DepEd Order no. 42, s.2015 Enclosure pp. 11-12 of 16)
Edited: June 10, 2017 (inclusion of Specific (Daily) Objectives after I.C. Learning Competencies/Objectives (L.C. Code)
Objectives:
Edited: June 10, 2017 (inclusion of Specific (Daily) Objectives after I.C. Learning Competencies/Objectives (L.C. Code)
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Objectives:
This part of the DLL
includes objectives related to content knowledge and competencies. According to
Airasian (1994), lesson objectives describe the “kinds of content knowledge and
processes teachers hope their students will learn from instruction (p.48).” 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.
Content:
The topic or subject
matter pertains to the particular content that the lesson focuses on.
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.
Procedures:
This part of the DLL
contains ten (10) parts including:
a) reviewing previous lesson/s or
presenting the new lesson.
This part connects the lesson with learners’ prior knowledge. It explicitly
teaches the learners how the new lesson connects to previous lessons. It also
reviews and presents new lessons in a systematic manner;
c) presenting examples/instances
of the new shows instances of the content and competencies. This is also where the concepts are clarified;
d) discussing new concepts leads
to the first formative assessment.
Teachers shall prepare good questions for this part. The teacher will listen to
the answers of learners to gauge if they understood the lesson. If not, then
they re-teach. If the learners have understood the lesson, the teacher shall
proceed to deepening the lesson;
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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. The teacher can
use pair, group, and team work to help learners discuss the lesson among
themselves. The learners can present their work to the class and this serves as
the teacher’s way of assessing if the concepts are solidifying and if their
skills are developing;
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. The teacher shall ask learners to
demonstrate their learning through assessable activities such as quizzes,
worksheets, seat work, and games. When the students demonstrate learning, then
proceed to the next step. The teacher can add activities as needed until
formative assessment shows that the learners are confident in their knowledge
and competencies;
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. This will also establish relevance in the lesson;
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. Evaluation
should tap into the three types of objectives; and
j) additional activities for application or
remediation will be based on the formative assessments and will provide
children with enrichment or remedial activities. The teacher should provide
extra time for additional teaching activities to those learners demonstrating
that they have difficulties with the lesson.
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.
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.
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 help solve.
Reference:
Enclosure of DepEd Order No. 42, s.2015. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program, pp 11-12 of 16.
DOWNLOAD A PRINTABLE TEMPLATE HERE (pdf)
DOWNLOAD A SOFT COPY TEMPLATE HERE (word file)
Reference:
Enclosure of DepEd Order No. 42, s.2015. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program, pp 11-12 of 16.
DOWNLOAD A PRINTABLE TEMPLATE HERE (pdf)
DOWNLOAD A SOFT COPY TEMPLATE HERE (word file)
