Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
Process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Date: August 25, 2017
DLP No.: Learning Area: Practical Research 1 Grade Level: 11 Quarter: III Duration: 2 hours
Learning Competency/ies: Code: CS_RS11-IIIb-1
(Taken from the Curriculum Guide) Describes the characteristics, strengths and weaknesses, and kinds of qualitative
research
Key Concepts / Understandings to be The learner is able to decide on suitable qualitative research in different areas of interest.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition of knowing Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat,
something with familiarity gained The learner can recall information and retrieve relevant knowledge from long-term describe, reproduce
through experience or association memory
Understanding interpret, exemplify, classify, summarize, infer, compare, Learners will be able to compare kinds of
The learner can construct meaning from oral, written and graphic messages explain, paraphrase, discuss
qualitative research; its characteristics,
strengths and weaknesses

Skills Applying execute, implement, demonstrate, dramatize, interpret,

The ability and capacity acquired The learner can use information to undertake a procedure in familiar situations or in a solve, use, illustrate, convert, discover
through deliberate, systematic, new way
and sustained effort to smoothly Analyzing differentiate, distinguish, compare, contrast, organize, Distinguish a particular qualitative research
and adaptively carryout complex The learner can distinguish between parts and determine how they relate to one outline, attribute, deconstruct
activities or the ability, coming design appropriate for a research study
another, and to the overall structure and purpose
from one's knowledge, practice,
aptitude, etc., to do something
Evaluating coordinate, measure, detect, defend, judge, argue, debate,
The learner can make judgments and justify decisions describe, critique, appraise, evaluate
Attitude Categories: List of Attitudes:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness, Respect, Honesty,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, Personal discipline, Perseverance, Sincerity, Patience,
emotional areas. reply, select, sit, Study, use Critical thinking, Open-mindedness, Interest, Courteous,
A settled way of 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a Obedience, Hope, Charity, Fortitude, Resiliency, Positive
thinking or particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to vision, Acceptance, Determined, Independent , Gratitude,
feeling about respond, or satisfaction in responding (motivation). Tolerant, Cautious, Decisive, Self-Control, Calmness,
someone or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, Responsibility, Accountability, Industriousness, Industry,
something, present, read, recite, report, select, tell, write Cooperation, Optimism, Satisfaction, Persistent, Cheerful,
typically one that 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Reliable, Gentle, Appreciation of one’s culture, Globalism, Appreciate the value of qualitative research
is reflected in a acceptance to the more complex state of commitment. Valuing is based on the internalization of a set Compassion, Work Ethics, Creativity, Entrepreneurial
person’s behavior of specified values, while clues to these values are expressed in the learner's overt behavior and are Spirit, Financial Literacy, Global, Solidarity, Making a
across different fields of inquiry
often identifiable. stand for the good, Voluntariness of human act,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, Appreciation of one’s rights, Inclusiveness, Thoughtful,
join, justify, propose, read, report, select, share, study Seriousness, Generous, Happiness, Modest, Authority,
Hardworking, Realistic, Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, Love of God, Faith, Trusting, Spirituality, Inner Peace, Love
standards of reply, select, sit, Study, use of truth, Kindness, Humble
behavior; one's 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a
judgment of particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to
what is respond, or satisfaction in responding (motivation). 2. Maka-tao Practice oneness in the activity
important in life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, Concern for Others, Respect for human rights, Gender
present, read, recite, report, select, tell, write equality, Family Solidarity, Generosity, Helping, Oneness
Go beyond 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple 3. Makakalikasan
learner’s life on acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of Care of the environment, Disaster Risk Management,
earth, include specified values, while clues to these values are expressed in the learner's overt behavior and are often Protection of the Environment, Responsible Consumerism,
more than identifiable. Cleanliness, Orderliness, Saving the ecosystem,
wealth and fame,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, Environmental sustainability
and would affect
join, justify, propose, read, report, select, share, study
the eternal
4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts
destiny of
between them, and creating a unique value system. The emphasis is on comparing, relating, and
millions
synthesizing values. 4. Makabansa
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, Peace and order, Heroism and Appreciation of Heroes,
generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize National Unity, Civic Consciousness, Social responsibility,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior Harmony, Patriotism,
is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional Productivity
objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
2. Content Identifying the Inquiry and Stating the Problem
3. Learning Resources a. Reference Book: Practical Research 1 pages 29-32 by LORIMAR Publishing Inc. K to 12 based
b. CG Guide and Teachers Guide
c. Visual Aids
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at times optional, it is usually Right after all the preliminaries like prayer, checking of attendance and setting the mood of
included to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to follow. the learners, the teacher starts his lesson with an eye catching question.
One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
Who among you here have an experience wherein your food for a day was eaten by a cat?
 Game: Ways to eliminate the Cat

4.2 Activity ( 5 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a Group Game: “Pick a Research Design”
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the lesson.
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key How did you arrive at your answers? What have you learned from the activity
understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the
feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be enhanced, and the proper The teacher lectures on the kinds of qualitative research,characteristics,uses,strengths and
attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the weaknesses
activity, analysis and new inputs in this part of the lesson. A. Different types and examples of research in different areas/ fields.

1. Narrative
2. Phenomenology
3. Grounded Theory
4. Ethnography
5. Case Study
1. Narrative research: autobiography, biography, life history, and personal experience.
2. Phenomenal Study: any situation, event, concept, or fact that is observed but unusual or
difficult to explain.
3. Grounded theory: set of actions, perceptions, observations, artifacts, documents,
reactions, or processes.
4. Ethnographic research: pattern behaviors, beliefs, and languages among entire cultural
group.
5.Case Study:
How is each defined? What are their distinctive? What are examples of each? Let’s explore
these questions.

B. Characteristics and Uses of Qualitative Research

- The research takes place in a natural setting-a home, an institution, or a community where
human behavior and events occur.

- It is fundamentally interpretative
 - The methods are interactive and humanistic

-The focus is on participants’ perceptions and experiences

Strengths and Weaknesses of Qualitative Research

Strengths

Can offer the best light on or best answer to certain phenomenon

Results are exhaustive

It offers several avenues to understand phenomena

Weaknesses

Total immersion in the natural setting of the research can be time consuming

There comes a point when the personal-self and the researcher-self are inseperable

4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners to do something to Before beginning your qualitative research, you must provide thorough regard to
apply their new learning in their own environment. design, including how research strategies will be governed and how the method you
choose will answer your research question. Consider how you will find participants
and what scope for the project will be obtained with your sample.

4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified
duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions Of all the types of research.
and success criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below:
What is the most interesting and most creative research qualitative design?

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of learners’ performance or behaviors Dance, Musical Performance, Skill
are recorded, based on assessment criteria) Demonstration, Group Activity (e.g. Choral
Reading), Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment
 b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and
(Teachers talk to and question learners about their learning to gain insights Essay, Picture Analysis, Comic Strip, Panel
on their understanding and to progress and clarify their thinking) Discussion, Interview, Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced by learners according to Maps/Graphic Organizer, Project, Model,
agreed criteria) Artwork, Multi-media Presentation, Product
made in technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Question, Practicum, Pen and Paper Test,
mastery of a skill or knowledge of content) Pre and Post Test, Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (3 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Preparing for the new lesson Have an advance reading on the importance of qualitative research across fields.
4.8 Concluding Activity (__2__ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter
that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below 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.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation.

C. Did the remedial lessons work? No. of learners who

have caught up with the lesson.

D. No. of learners who continue to require

remediation.
E. Which of my learning strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
Name: BILLY S. WONG School: MANGA NATIONAL HIGH SCHOOL,TAGBILARAN DIVISION
ROBIN C. PAROJENOG BIABAS TRADE HIGH SCHOOL, UBAY BOHOL
Position/Designation: SST - II Division:TAGBILARAN/ BOHOL
Contact Number:09395967401 Email address:[email protected]