PLANNING FOR EFFECTIVE TEACHING

For the novice teacher, planning a lesson for effective teaching can be a
challenging and difficult exercise with many different angles and perspectives. The
lesson plan provides the road map through the teaching period and helps the
teacher to stay on course both in achieving the learning outcomes and in managing
the allotted time. Experienced teachers may carry plans in their heads, but for
student teachers a detailed written plan that highlights what is to be taught and why it
is to be taught gives confidence and ensures an effective teaching and learning
experience.

State your objective at the beginning of the lesson plan. Decide what the
pupils are to learn during the course of the lesson, and how the learning objectives
will be demonstrated. Ask what the students will be able to do at the end of the
lesson that they could not do at the beginning. Express the statement of objectives
by writing from the pupil's learning viewpoint, such as, "By the end of the lesson
students will be able to ...", filling in the blanks with the purpose of the lesson.

Decide which parts of the lesson will be teacher directed, and how the
teacher's input will be presented. Take into account different learning methods and
provide visual input in the way of pictures or diagrams and written directions or
examples, as well as verbal direction. Effective teaching must take into account how
students of all levels of ability will be helped to store the information in their long-term
memory.
Maximize student learning by planning tasks and activities. These allow
students to demonstrate understanding of the lesson and help them to apply critical
or creative thinking.
Plan how the student's progress will be monitored during the lesson. Effective
teaching takes into account the abilities of all students in the class, so constant
monitoring of progress and the ability to spot and address any difficulties that may
arise is important. Monitoring may take the form of observation during tasks given, or
through question-and-answer sessions.
Plan a short review session at the end of the teaching period where the
information and tasks of the lesson can be revised. As a whole group students can
discuss with the teacher what they did, how they did it, and how it relates to the
wider world.

Effective Elements of a Lesson Plan

A lesson plan is a detailed description developed by the teacher that outlines

how a particular subject or lesson will be taught. Lesson plans are subjective to the
instructor, but most contain an introduction, teaching period and conclusion. The
goal of a successful lesson plan is to help the teacher present the material in a
concise and effective manner to students.

 Preplanning

Teachers should ask themselves several questions before creating their lesson plan,
including "What are the objectives for the lesson?" "What content needs to be
covered?" "What do the students already know?" and "What materials might be
needed to teach the lesson?" Teachers should also be able to explain why this
material is important and how it fits into the overall goals of the class.

 Introduction

At the beginning of a lesson, teachers can state their objectives and introduce the
subject to the students by outlining the plan for the day. According to the widely
accepted Instructional Theory into Practice (ITIP) method, the anticipatory set is a
short activity that helps students focus on the lesson. The instructor can then explain
the purpose of the lesson and tell students what they will be able to accomplish with
their new knowledge at the end of the lesson.

 Development

Development is when the teacher uses her instructional methods to teach the
lesson; she may use lecture, labs and discussions or invite collaborative student
participation. An effective lesson plan encourages students to use critical thinking
and gives them an opportunity to apply the new skills and concepts being introduced.
Using "guided practice" can promote question and answer sessions so teachers can
confirm their students have a clear understanding of the subject matter.

 Conclusion
At the end of the lesson, which could last up to several class periods, the teacher
can summarize all of the information that was just covered and restate the objective,
so students know exactly what they are expected to know and understand. Assigning
independent practice (homework) to students is one way for teachers to monitor their
progress and help solidify the students' skills. Teachers should also be responsive to
students' questions and comments.

Indirect and Direct Assessment Methods

Educators use indirect and direct assessment methods to determine what students
have learned; identify weaknesses in skills development, comprehension, or delivery
of course content; and refine or adjust teaching strategies accordingly. Each type of
assessment has its strengths and weaknesses, but a combination of the two
presents a more comprehensive view of teaching effectiveness.

Direct Assessment Methods

Direct assessment involves evaluating tangible, observable products of student
learning. These methods can include standardized testing, curriculum-based testing,
exams and quizzes. When test questions are aligned with the learning objectives,
they can be accurate measures of whether the desired student learning has taken
place. In addition to tests and exams, direct assessments include evaluating
homework assignments, research papers and other projects. Performances,
speeches or presentations can also assist you in determining whether students have
met set objectives.

Indirect Assessment Methods

Indirect assessments involve students providing feedback on their learning through
surveys, focus groups and interviews. Using these indirect methods, you can obtain
information about students' thoughts on what and how they learned and use the
students' own perceptions for assessment and evaluation of your course.

Direct Assessment Strengths and Weaknesses

Direct assessment measures provide you with documented evidence of performance
improvements, skills or content mastery. However, quizzes, exams and standardized
tests may not always measure the concepts they attempt to measure. Many tests
offer multiple-choice, matching or true-false items, giving students the opportunity to
guess and tests may measure a student's test-taking skills rather than mastery of the
material.

Indirect Assessment Strengths and Weaknesses

Indirect assessments can provide instructors with immediate feedback. Information
from students received from an impromptu class poll or quick survey, for example,
allows you to decide the direction of your lecture, taking the class discussion deeper
into the topic, reviewing an earlier point or moving on to new material. Although
indirect assessment can provide valuable information on the quality of learning, and
perhaps can help guide you in making improvements in the course, it does not
provide specific evidence of student learning and meeting teaching objectives.
Programs & Technological Development

National Programs & Projects:

Policy and Research Program (PRP)

The Policy and Research Program (PRP) supports Deped in strengthening
evidence-based decision-making through the oversight, promotion, and conduct of
policy development, research, and sector monitoring and evaluation.

Basic Education Facilities (BEF)

The School Building Program under Basic Education Facilities Fund (BEFF)
of the Department of Education aims to address the classrooms gaps in high priority
schools nationwide.

Gabaldon Heritage Schools Restoration and Conservation

Recognizing the importance of Gabaldon Schoolhouses and other heritage
school buildings in the history of Philippine education, the Department of Education
embarks on the conservation and restoration of these school buildings to prevent
their further deterioration.

Quick Response Fund (QRF)

Deped is allocated with a P2 billion QRF yearly intended to fast track the
recovery programs of the department on school communities or areas stricken by
disasters, natural or human-induced calamities, epidemics, pandemic, or complex
emergencies. The main purpose of this fund is to bring back normal operation as
quickly as possible for school communities.

Last Mile School Program (LMSP)

The Last Mile School Program aims to ensure that no learner is left behind,
and no area is underdeveloped, finally bridging the gap, and making education truly
accessible to all.

Textbooks and Other Instructional Materials

This program is Deped’s arm in terms of learning resources (LRs) covering
manuscripts, textbooks, instructional materials such as accessible format LRs for
Learners with Disabilities (LWDs), tablet, Personal Computer (PC), and the
conversion of print LRs to electronic publication (e-pub) LRs anchored to the needs
of the learners.

Deped Computerization Program (DCP)

This program covers the provision of e-classroom packages, tablet and laptop
version. With the entrance of the new administration, the DCP was also redesigned
to focus on providing e-classroom packages and other e-learning devices for
learners and teachers.

Learning Tools and Equipment-Science & Mathematics (LTE-SM)

Pursuant to Deped Order No. 52, s. 2015, BLR is mandated to provide non-
text-based learning resources to all types of learners in all public schools, specially,
Cebu Office provides Science and Mathematics Equipment to facilitate the effective
teaching and learning process and acquire the necessary skills and knowledge
compliant to the K to 12 curriculums in every Key Stages.

Learning Tools and Equipment – Technical – Vocational Livelihood (LTE-TVL)

Learners attain Stage 4 (Grades 11-12) learning standards equipped with
knowledge and 21st century skills developed in chosen core, applied, and specialized
SHS tracks.

New School Personnel Position (NSPP)

The inadequacy on the number of teachers in public schools is constantly
being addressed by the program, New School Personnel Position. Yearly, the
department proposes the creation of new teaching positions to attain the ideal
teacher-learner ration in every public schools nationwide.

Multigrade Program in Philippine Education (MPPE)

There are schools with very low number of enrollees, teachers, or classrooms.
This resulted to the mobilization of the multigrade class which consists of at least two
grade levels in a single-grade classroom supervised by one teacher for an entire
school year. Multigrade arrangement is common on schools located in sparsely
populated, geographically isolated, and disadvantages communities.

Special Education (SPEd) Program

It addresses the issues of the estimated severe disability are from
impoverished households and not attending school. Furthermore, the program name
is also planned to be revised for a more indiscriminatory identification of learners
with special educational needs.

Madrasah Education Program (MEP)

Madrasah Education Program (MEP) is a comprehensive program for Muslim
learners in public and private Madaris (schools) which aim to provide Muslim Filipino
learners with appropriate and relevant educational opportunities within the context of
their cultures, customs, traditions, and interests through the integration of the Arabic
Language and Islamic Values Education (ALIVE) in the basic education program.

Indigenous People’s Education (IPEd) Program

The Indigenous People’s Education Program is Deped’s response to the right
of Indigenous People (IP) to basic education that is relevant to their context, respects
their identities, and promotes their indigenous knowledge, skills, and other aspects of
their cultural heritage.

Alternative Learning System (ALS)

Alternative Learning System is a program aimed at providing an alternative
path of learning for the Out-of-School Youth and Adult (OSYA) who are literate but
have not completed 10 years of basic education as mandated by the Philippine
Constitution. Through this program, school dropouts will be able to complete
elementary and secondary education outside the formal system.
School-Based Feeding Program (SBFP)
The School-Based Feeding Program is the provision of hot meals/nutritious
food products (NFP) and milk to the severely wasted and wasted Kindergarten to
Grade 6 learners.

Government Assistance and Subsidies (GAS)

Government Assistance and Subsidies (GAS) acknowledges the completing
roles of private and public schools. Through the GAS program, the access to quality
secondary education is strengthened providing that private education serves as a
viable option for learners specially to those learners having challenged access to
Junior High Schools and desired Senior High School track.

Region Programs & Projects:

Project LEAD (Lead, Empower, Achieve Through Data Driven Decisions)

The Project LEAD is a regional initiated project in pursuance to RA 9155,
which highlights the roles of school leaders in localizing basic policy and principles
into projects and services that would fit and address the needs of the school
community.

Division Programs & Projects:

Brigada Pagbasa
Consistent with the mandate of the Department of Education in the
Philippines, through External Partnerships Service and under its Brigada Eskwela
Programme (National School Maintenance Week Programme), to bring together all
education and literacy champions and supporters to take an active role to teach
Filipino children how to read and become educated for life.
Brigada Pagbasa Programme is a readership initiative that aims to support
existing enrichment and remediation activities led by DepEd. It also serves as social
accountability platform that encourages community participation and accountability
by ensuring that every member of the community is aware of their role in our
children’s education.