RA 10533-D.O 42, S.

2016
Affirm the role of the K t 12 teacher as a facilitator of
learning.
Prepare lesson plan through DLL or DLP and provide
teachers with an opportunity for reflection on what learners need
to learn, how learners learn, and how best to facilitate the
learning process.
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 communication technologies (ICT), and
enables the teacher to guide, mentor, and support learners in
developing and assessing their learning across the curriculum.
This guidelines will remain in force and in effect unless
sooner repealed, amended, or rescinded.
DLP-DETAILED LESSON PLAN

Newly hired teachers without professional teaching

experience shall be required to prepare a daily detailed lesson
plan for a year. Applicant teacher as well as teachers in the
service including Master teachers who will conduct
demonstrations teaching shall be required to prepare a DLP.
Newly-hired teachers who earned a rating of Very
Satisfactory or Outstanding in the RPMS (Result-Based
Performance Management System) in a year shall no longer be
required to prepare DLPs, while newly-hired teachers who
earned a rating of Satisfactory shall be required to prepare
DLPs until such time that their RPMS assessment has
improved.
DLL-DAILY LESSON LOG
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 (DLP). 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 Daily Lesson Log
(DLL). Teachers are allowed to work together in preparing
DLPs and DLLs. Seasoned or veteran teachers shall also
mentor new or novice teachers in the preparation of DLPs and
DLLs.
Dick & Reiser 1996
Instructional planning is essential to successful teaching and
learning
Virginia Department of Education
It is the process of determining what learning opportunities
students in school will have by planning the content of instruction,
selecting teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of
instructional time.
Airasian 1994
Planning is a vital step in instructional process which involves
identifying expectations for learners and choosing the materials and
organizing the sequential activities that will help learners reach those
expectations.
Instructional planning guarantees that teaching and learning are the
central focus of classroom activity as it helps ensure that the time spent
inside the classroom is maximized for instruction, is responsive to
learner’s needs and therefore communicates expectations of achievement
to learners.
INSTRUCTIONAL PROCESS
1.1. Planning instruction
2.2. Delivery of Instruction
3.3. Assessment of learning
LESSON PLANNING
One way of visualizing the lesson before it is taught.
Critical part of the teaching and learning process.
It helps the teachers set learning targets for learners
which guarantee that learners reach those targets.
Teachers are able to see to it that daily activities
inside the classroom lead to learners progress and
achievement or the attainment of learning outcomes.
It is the hallmark of effective teaching.
HOW SHOULD IT BE TAUGHT
1. Follow the CG that contains the ff:
1. A. Content Standards-essential knowledge that learners need to learn.
2. B. Performance Standard-abilities/skills learners need to demonstrate in relation to
the knowledge they have learned
3. C. Learning Competencies-knowledge, skills, and attitudes learners need to
demonstrate in every Lesson
2. Predict which parts of the lesson learners will have difficulty understanding.
3. Prepare strategies that will help learners learn, build learners’ understanding and
respond to learner’s needs.
4. Utilize different instructional strategies that consider learners’ varying
characteristics including cognitive ability, learning style, readiness level, multiple
intelligences, gender, socioeconomic background , ethnicity, culture, physical ability,
personality, special needs, and the different ways of learners master the content of a
particular learning area.
Note: Teacher can prepare a lesson plan but must remain open to the possibility of
adjusting instruction to respond to the needs of learners.
HOW LEARNING BE ASSESSED
Lesson Plan should embody the unity of instruction and assessment.
Teachers need to be able to identify reliable ways to measure
learner’s understanding .

FORMATIVE ASSESSMENT
Ongoing forms of assessment that are closely linked to the learning
process, informal and is intended to help students identify strengths and
weaknesses in order to learn from the assessment experience (D.O 8, s.
2015-Policy Guidelines on Classroom Assessment for the K t 12 Basic
Education Program)
Teachers need to rely on different multiple ways of assessing
learning inside the classroom.
Lesson Plan should embody the unity of instruction and assessment.
 PARTS OF LESSON PLAN
1.1. Before the Lesson
2.2. Lesson Proper
3.3. After the lesson
PARTS OF DLP

1. Objectives
2. Statements that describe the expected learning outcomes
of the learners at the end of the lesson.
3. Specify what students need to learn and thereby guide
learners in carrying out lesson activities.
4. Direct the teacher in selecting the appropriate learning
resources and methods to use in teaching.
5. Bases for assessing student learning before, during, and
after the lesson.
OBJECTIVES SHOULD:

1. 1. Describe a student behavior that should result from

instruction;
2. 2. State the behavior in terms that can be observed and
assessed; and
3. 3. Indicate the content on which the behavior will be
performed
4.
CONTENT

1. Pertains to subject matter or the specific content that the

lesson aims to teach. In the CG, a particular topic can be
tackled in a weak or two.

LEARNING RESOURCES
List of resources that a teacher uses to deliver the lesson.
Includes the reference used and the other resources needed
for the different lesson activities-TG, LM, Textbook, and
Resources found in LRMDS portal
PROCEDURES
1. Steps and Activities that highlights and consider Learner’s
learning experiences to help them understand and master the
lesson content.
2. Procedures will defend on the instructional strategies and
methods .
3. Flexibility is required in the T-L process.
4. Changes in the procedure are allowed based on time constraints
or when adjustments in teaching are needed to ensure learners’
understanding.
1.
ASSIGNMENTS
1. Optional and should follow the provision of Deped
Memorandum No. 329, s. 2010.

Remarks
1. Parts of DLP that the teachers can documents the result
of the T-L process whether to re-teach or not.

Reflection
Should be filled-out right after the delivery of the lesson.
INSTRUCTIONAL MODELS, STRATEGIES, AND
METHODS

1. 1. DIRECT INSTRUCTION
2. Systematic, structured and sequential
teaching. Its basic steps include presenting the
material, explaining, and reinforcing it. It is used
to teach facts, rules, and action sequences. It
include compare and contrast, demonstrations,
didactic questions, drill and practice, guides for
reading, listening and viewing, lecture, etc.
INSTRUCTIONAL MODELS, STRATEGIES, AND
METHODS

1. 2. INDIRECT INSTRUCTION
2. Teaching that address learners need to be active
in their learning and interact with others
including their teachers and peers. It includes
brainstorming, debates, cooperative learning,
interviewing, small group discussion, whole
class discussion, etc.
INSTRUCTIONAL MODELS, STRATEGIES, AND
METHODS

1. 3. EXPERIENTIAL INSTRUCTION
2. Teaching students by directly involving them in a
learning experience. It emphasizes the process
and not the product of learning. It includes
games, experiments, field trips, model building,
field observations, role play, simulation, etc.
INSTRUCTIONAL MODELS, STRATEGIES, AND
METHODS

1. 4. INDEPENDENT STUDY
2. Students interact more with the content. It aims
to develop learners initiative, self-reliance, and
self-improvement and include assigned
questions, correspondence lessons, computer
assisted instruction, essays, homework, learning
contracts, reports, research projects, etc.
FEATURES OF K T 12 CURRICULUM

1. 1. SPIRAL PROGRESSION
2. Student learn concepts while young and learn the
same concepts repeatedly at a higher degree of
complexity as they move from one grade level to
another. This helps learner organize their knowledge,
connect what they know, and master it. Teachers
should make sure that in preparing lessons, learners
are able to revisit previously encountered topics with
an increasing level complexity and that lessons build
on previous learning.
FEATURES OF K T 12 CURRICULUM
1. 2. CONSTRUCTIVISM
2. Teachers should provide learners with opportunities to
organize or re-organize their thinking and construct knowledge
that is meaningful.
Lesson should engage and challenge learners and tap into the
learner’s Zone of Proximal Development-distance between the
learners’ actual development level and the level of development.
Vygotsky stated that teachers should employ strategies that
allow collaboration among learners so that learners of varying skills
can benefit from interactions with one another.
FEATURES OF K T 12 CURRICULUM
1. 3. DIFFERENTIATED INSTRUCTION
Providing multiple learning in the classroom so that learners of
varying interests, abilities, and needs are able to take in the same
content appropriate to their needs.
Teachers are encouraged to think about and include in their
lessons options for different kinds of learners to understand and
learn the lesson’s topic that’s why formative assessment matter in
the T-L process.
FEATURES OF K T 12 CURRICULUM
1. 5. ICT INTEGRATION
Technology should be integrated in the planning, delivery, and
assessment of instruction.
Teachers should plan learning opportunities that allow
learners to access, organize and process information; create and
develop products; communicate and collaborate with others using
ICTs. Use of ICTs in lesson is also one way of differentiating
instruction .
FEATURES OF K T 12 CURRICULUM
1. 3. CONTEXTUALIZATION
Section 5 od RA 10533, curriculum shall be learner-centered,
inclusive and developmentally appropriate, relevant, responsive,
research-based, culture-sensitive, contextualized, global, relevant,
rand flexible enough to allow schools to localize, indigenize, and
enhance the same based on their respective educational and social
contexts.
Lets Test Your Understanding
1-3. Give the assessment tool for each level of learning outcomes.
4-5. Types of Test to Measure Knowledge, Process, and Understanding
6-8. Assessment Tools to Measure Authentic Learning Performance and
Product.
9-11. Components of Summative Assessment
12. Policy guidelines on classroom assessment for the K t 12 program.

Identify whether the statement refers to Planning, Implementing, or

Evaluating
13. Summative Testing
14. Determining needs
15. Guiding learners