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

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MODULE 4

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…

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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.
7. 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.

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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.

h. 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?

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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

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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

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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

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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.

Your lesson objectives are drawn from the content and performance
standards and competencies contained in a Curriculum Guide.

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.

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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

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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
B. Performance Standard
C. Learning Competency
1. Unpacked Competency
The learners demonstrate
understanding of materials undergo
changes due to oxygen and heat.
The learner uses local, recyclable
solid and or liquid materials in making
useful products.
Investigate changes that happen in
materials under the following
conditions; presence or lack of oxygen
and application of heat. (S5MT-lc-d-2)
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.

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C. Science Processes Observing, inferring, identifying, classifying

D. Values Infusion/Values
Integration/Value Focus
E. Materials
F. References
Cooperation and Appreciation of God’s
Creation
Chalk, shoe box, metal bottle caps,
hammer, glass of water, electric wire, block
of wood
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.
G. Other Learning Resources https://www.youtube.com/watch?v=anHtDp
9ZQRg
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

Other example of Drill

Let the learners read the following words:
old newspaper insect repellent
vegetable scraps medicines
old toys paint
lotion drugs
2. Review Identify the following objects as solid,
liquid, and gas. Write your answer on the
blank before the number.

______1. Air _____4. smoke

______2. Chalk _____5. Stars
______3. Paper _____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?

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2. Presentation Introduce the new lesson by identifying

some materials and describe their
properties.
(show pictures)

Other example of Presentation

Now, watch this video. Observe properly the
changes that materials undergo. Identify the
physical properties of materials is shown.
3. Pre-Activity 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.

Ask the learners to enumerate the standards

for the group activity.
4. Activity Proper The learners will perform the given activity
C. Explain
1. Group Reporting Each group will present its work. It will be
given 2-3 minutes only. It will use the
Activity Sheet given to them.
2. Discussion 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

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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.

Can you give other examples of solid

materials which possess the said physical
properties.
D. Elaborate
1. Generalization What are the physical properties of solid
materials?

Other example of generalization

2. Application
3. Values Integration (it will
integrate in any part of
the lesson plan.
IV. Evaluate / Evaluation
V. Assignment
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)
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).

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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.

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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.

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.

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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.

https://thesecondprinciple.com/essential-teaching-skills/blooms-taxonomy-revised/

Like the original taxonomy, the revision is hierarchical in the sense that
the six major categories of the cognitive process dimension are believed to
differ in their complexity.

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 – skilful performance of complex acts
f. Adaptation – modifies acts for special problems
g. Origination – creates new movement patterns/shows creativity

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Original Revised Taxonomy

a. Knowledge – recalling previously a. Remember – retrieving relevant
learned material. knowledge from long-term memory.
b. Comprehension – restating b. Understand - determining the
previously learned material into meaning of instructional messages,
one’s own words. including oral, written, and graphic
communication.
• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Inferring
• Comparing
• Explaining
c. Application – using the knowledge c. Apply - carrying out or using a
into a new situation or problem. procedure in a given situation.
• Executing
• Implementing
d. Analysis – breaking the d. Analyze – breaking material
knowledge into parts and making into its constituent parts and
relationship among ideas. detecting how the parts relate to one
another and to an overall structure or
purpose.
• Differentiating
• Organizing
• Attributing
e. Synthesis – producing wholes e. Evaluate – making judgments based on
from the parts or producing a criteria and standards.
new whole. • Checking
• Critiquing
f. Evaluation – judging the value of f. Create – putting elements
knowledge or the material together to form a coherent
learned. whole or make an original
product.
• Generating
• Planning
• Producing

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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.

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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

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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 I) 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.

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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.

Content standard
Competencies- Performance
Enabling standard
Objectives Exit Outcome
Big Outcome
Terminal objective
Competencies and Content
Standard

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9. Do assessment to ensure learning (assessment for learning).

Diagnostic test Formative test Summative test

-Beginning of -During instruction -End of a unit/
instructions entry attainment of competencies grading period
skills and knowledge 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.

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● Culminating assessment
Projects that allow for student choice and independent application.

13. 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.

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Lesson 3

LESSON CHUNKING AND MICROTEACHING

BASICS

Lesson Chunking

A Chunking activity involves breaking down a difficult text into more

manageable pieces and having students rewrite these “chunks” in their own
words. You can use this strategy with challenging texts of any length. Chunking
helps students identify key words and ideas, develops their ability to
paraphrase, and makes it easier for them to organize and synthesize
information.

Chunking is a strategy used to reduce the cognitive load as the learner

processes information. The learner groups content into small manageable units
making the information easier to process. Essentially, chunking helps in the
learning process by breaking long string of information into bit size chunks that
are easier to remember.

Chunking Lesson Plans® is an innovative new way of lesson planning,

designed by Susan Fitzell. This full day program introduces the concept of
chunked lesson plans, explores best practice and brain-based teaching
strategies for chunking, and shows teachers how to use their precious
classroom time in ways that are more productive, reach more students, and
increase achievement! Teachers learn to teach their lessons in
manageable CHUNKS, allow time for students to PROCESS that information
with high yield, researched based methods, and then ASSESS student
achievement at the end of a lesson to adjust the next lesson.

Procedures:

1. Preparation
Chunking can be used with challenging texts of any length. A paragraph
can be chunked into phrases and sentences, while a reading of several
pages can be chunked into paragraphs or sections. It is often helpful to
have students record information about each “chunk” in a graphic
organizer, which you may want to prepare in advance.

2. Review Reading Strategies

Before having students work on paraphrasing the text, it is helpful to go
over specific decoding strategies. You may want to post the following
“reading reminders” on the board:

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1. Circle words that are unfamiliar.

2. Use context clues to help define these words.
3. Look up the meaning of unknown words.
4. Write synonyms for these new words in the text.
5. Underline important places and people and identify them.
6. Read aloud.
7. Read multiple times.

3. Chunk the Text

“Chunking the text” simply means breaking the text down into smaller
parts. Sometimes teachers chunk the text in advance for students,
especially if this is the first time students have used this strategy. Other
times, teachers ask students to chunk the text. Students can work on
chunking texts with partners or on their own. Depending on students’
reading level, the lengths of chunks can vary. A struggling reader may
work with phrases rather than sentences. A stronger reader can often
work with longer chunks.

4. Students Paraphrase Meaning

Students should rewrite “chunks” in their own words. By the end of this
activity, students should have a paraphrased version of the original text.

5. Assess and Share

The paraphrased text can be used to evaluate students’ understanding
and reading ability. You can also have students compare their versions of
the text. This step often leads to interesting discussions about
interpretation – how people can often find different meaning in the
same words.

Variations

1. Identify and Define Key Words: To help students move from reading the
text to paraphrasing, ask them to first identify and define the key words
found in that chunk. You can add a space on a graphic organizer for this
step.
2. Create a Visual: To improve comprehension and retention of ideas, have
students visually represent the selected chunk as a picture or symbol.
They can create the symbol or image, or they can find one in a magazine
or online.
3. Paragraph Shrinking: To help students clarify main ideas, ask them to
summarize the meaning of a paragraph in ten words or less.
4. Identify Significance and Connections: After students summarize a
portion of the text, ask them to respond to these ideas. Questions you
might use to prompt their thinking include: What do these ideas remind

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you of? What questions do they raise? Why is this idea important? To
whom?

5. Jigsaw Chunking: You can divide a longer text into sections and have
small groups work on summarizing a paragraph or two each. Groups can
share the meaning of their section with the rest of the class by using
the Jigsaw strategy or by having small-group presentations. This
variation works well with a text that has clearly divided parts, such as
the Bill of Rights, because students need to be able to paraphrase their
section without having read prior sections.

Chunking Strategies

Chunking Information
Chunking is used most commonly to organize or classify large amounts of
information, even when there are no obvious patterns. Occurrences of chunking
as a memory device can be seen in the way information is grouped in our daily
life.

Simple Chunking
The breaking down of seemingly random numbers into chunks makes the
numbers easier to remember.
Examples:
1. Phone numbers are not typically seen or remembered as a long
string of numbers like 8605554589, but rather 860-555-4589.
2. Birthdates are typically not recalled by 11261995, but rather
11/26/1995.
Letters can be also be broken down into chunks helping to remember
easier.
“XLETHIPSOXWHYMIX” is difficult to remember as a long string of letters,
however if the letters are grouped or chunked, remembering them is easier.
The breaking down of the letters into more “logical” chunks also makes it
easier to remember. X LET HIP SOX WHY MIX

Chunking Lists
Chunking can also work for lists. For example, a shopping list can be
segmented into categories.

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Un-chunked List Chunked List

Bread Frozen Foods

Ice cream Ice Cream
Milk Frozen meat
Tomatoes
Eggs Diary
Butter Milk
Apples Eggs
Cookies Cream
Frozen meat Butter
Lettuce
Cream Bakery
Banana Cookies
Pineapple Bread

Fruits and Vegetables

Lettuce
Banana
Tomatoes
Apples
Pineapple

Chunking Process
There are several steps to the chunking process. The number of steps
you use will depend on the type of information you are chunking.
1. Break large amount of information into smaller units
2. Identify similarities or patterns
3. Organize the information
4. Group information into manageable units
Chunking can also work for processes. For example, painting a room may
be divided into three groups:
1. Preparation
2. Painting
3. Clean-up

Preparation
Choose paint color
Purchase supplies (paint, brushes, tape and drop cloth)
Tape edges
Put drop cloth down

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Painting
Paint trim
Paint walls and ceiling

Clean-up
Remove tape
Wash brushes
Remove drop cloth
Vacuum room
Put paint and brushes in the storage room

Microteaching

The art of teaching is a complex process, which is not limited to

transferring of knowledge from one to another.
It requires good verbal and non-verbal skills. It includes various techniques in
order to transfer knowledge effectively. Not everyone can master it.
With the vast growth in all sectors, effective teaching skills are in great
demand. Therefore, due to this demand, the concept of microteaching came
into action.
It is a new innovative program for teachers, which enhances their
classroom attitude and behavior. Many pre-primary education institutes have
taken up micro teaching practices in order to equip teachers with an effective
method of teaching.
Microteaching is a teacher training technique that allows student
teachers to practice and refine their teaching skills in a low-risk, simulated
classroom environment. The method, also used for retraining or fine-tuning the
skills of practicing teachers, was developed in the late 1950s and early 1960s
by Dwight Allen and his colleagues at Stanford University.

Concept of Microteaching:
Micro-Teaching is a special teaching practice model or teaching training
method. In this teaching context, there contains many actions like use of
methods, usage of media, learning guide, motivation, classroom management,
assessment, analyzing and so on.

The concept of microteaching is mainly based on the following points:

• Teaching in its real form but with a minimum concept

• The exercise which is designed focuses mostly on the basic teaching
skills with the help of feedback based on the knowledge and
information of the student learning level.
• The teaching is conducted for students who are from different
backgrounds and their intellectual abilities.
• Monitoring the micro-teaching exercises conducted in classrooms

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• Enabling the prospective teachers to learn effective teaching skills.

• Helping the students to actively participate in teaching by providing a
low-risk situation.
• It also offers opportunities for retraining at regular time intervals

How Microteaching Works

Microteaching sessions involve one student teacher, the class instructor

(or school supervisor), and a small group of peers. These sessions allow student
teachers to practice and polish their teaching techniques in a simulated
environment before putting them into practice with students. Student teachers
conduct a short lesson (usually 5 to 20 minutes in length) and then receive
feedback from their peers.

Later methods of microteaching evolved to include videotaping sessions

for review by the student teacher. The teaching method was revised and
simplified in the late 1980s and early 1990s for use in other countries that
lacked access to technology.

Microteaching sessions focus on one teaching skill at a time. Student

teachers rotate through the roles of teacher and student in small groups of 4 to
5 teachers. This singular focus provides the opportunity for student teachers to
master each technique by planning and teaching the same lesson multiple
times, making adjustments based on peer and instructor feedback.

Principles of Microteaching
Microteaching revolves around certain principles to improve its reach in
the all-round development of the teachers.

1. One skill at one time

Skills in microteaching are targeted one at a time. Training on particular

skills are given until it is mastered. Once mastered another skill is targeted
next. Thus, micro teaching aims for one skill at a time.

2. Small scale content

Limiting the content gives more freedom and ease to the trainees. Thus,
micro teaching is based upon the principle of limited content. Teachers are to
prepare their lessons within the given content, therefore, it becomes easier for
them to conduct their lessons.

3. Practice makes a man perfect

Mastering skills require practice. While focusing on one skill at a time,

micro teaching program also gives an opportunity to practice those skills. Lots

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of practice can boost the self-confidence and promote in development of

teaching skills.

4. Experiments

Experiments are the key factors in any concept. In micro teaching, many
experiments are conducted in order to test the skills of the teachers.
For example, the supervisors conduct experiments where the length of the
lessons, time duration, the strength of students in the class etc is changed.
These skills are tested under controlled condition.

5. Instantaneous feedbacks

Micro teaching consists of teacher-pupil and supervisor as students. Once

a session ends, teacher-pupil and supervisors come up with their feedback. This
feedback is given instantly after the lesson plan ends. Thus, it helps in
rectifying the drawbacks.

6. Self-evaluation opportunities

Evaluation plays an important role in any task. In micro-teaching,

supervisors conduct various tests and thus there are several chances to analyze
mistakes.
Evaluation gives an opportunity to understand the mistake and overcome
it. This program includes a session where drawbacks are pointed out along with
their solution. Thus, overall improvement becomes an easier target.

7. Continuous efforts

Acquiring and mastering skills is a slow and ongoing process. Even after
mastering a previous skill, one should continually strive for betterment.
Continuous efforts make it easier to attain overall development.

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Procedure of Micro Teaching

https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/

1. Skill definition

The pupil-teacher or the supervisor defines a certain skill. The skills of

micro-teaching are defined regarding the teaching behaviours in order to
procure knowledge of required skills, which they have to focus on.

2. Demonstration

The demonstration is the second step in the process. Experts

demonstrate the specific skill by themselves or with the help of audio\video
tape recordings to the teacher trainee. This gives an idea to the teachers to
work accordingly.

3. Lesson planning

This step is the first action by the student-teacher. The trainee teacher
plans a short lesson through which he/she could practice the skill. This
microteaching lesson plan is done with the help of his supervisor.

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4. Conducting lesson

Once the planning is done, according to the targeted skill the pupil-
teacher teaches the planned lesson to the group of students. These lessons are
observed by supervisors and pupil teachers.
Further, they are videotaped, audio-taped, or televised through a CCTV
camera. These tapes are later used for self-evaluation as well.

5. Discussion and conclusion

Once the teaching session comes to an end it is followed by a concluding

session. The concluding session consists of feedback from the supervisor.
During this session, the audio or video recording may also be displayed in
order to give an opportunity to evaluate oneself. Moreover, it also boosts the
confidence level of the trainee. It is the best way to reinforce the trainee to
work better the next time.

6. Re-planning

Mastering a skill is an ongoing process. Thus, once the cycle of micro

teaching revolves, the process is repeated. This repetition involves the re-
planning of the lesson plan. The aim of this re-planning is to master the skill
mentioned earlier.

7. Re-teaching

On completion of the re-planning of the lesson, it is again taught to

another group of students from the same class. The time duration is kept as
same as the previous class. This method contributes in practicing the skill
repeatedly.

8. Re-discussion

At the end of the re-teaching session, the discussion and conclusion step
is repeated. These discussions and suggestions encourage the performance of
the trainee. Thus, the process of feedback is procured to enhance performance
furthermore.

9. Redoing

After the end of every session, this cycle is repeated. The repetition is
continued until the required skill is mastered. This process is repeated while
attaining all the required skills.
Thus, we can conclude that micro-teaching involves the 4R’s viz, Recording,
Re-teaching, Re-discussing, and Redoing.

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Three (3) Phases of Microteaching

https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/

1. Knowledge acquisition

This is the first phase of micro teaching. It includes the collection of

data. In this phase, the trainee teacher gathers knowledge about the required
skills by reading different literature as well as going through certain
demonstrating videos.
Further, this phase includes the understanding of required skill in a
rational manner, as a classroom component.

2. Skill acquisition

This is the working phase of the micro-teaching program. Under this

phase, the trainee teacher is asked to prepare lessons and practice skills based
on the model presented at the start.
Here, the two important factors of micro teaching are the feedback and
the setting. Setting includes the length of the lesson, the duration of the class,
the skill to be obtained, the supervisor and the students.

3. Transferring phase

This is the last and major phase of micro-teaching. Here the trainee
comes out in a real situation, which is not controlled.
Here the teachers, as well as the students, get the platform to learn and
grow. This takes place in a real classroom, unlike the previous stages of micro
teaching.

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Benefits or Advantages of Micro Teaching

Micro-teaching is a platform for beginner teachers to improve teaching

competencies. Here are few micro teaching benefits:

1. The elasticity of practice

Micro-teaching helps in developing various skills in trainees as well as

the current teaching staff. It helps in improving the handling skills of the
teachers. It gives better opportunities due to small-scale teaching.
Moreover, it broadens the knowledge of various techniques of teaching.

2. Confidence booster

Micro teaching is a personality enhancer too. Due to several micro-

teaching activities and practices, micro teaching effectively increases the
confidence level of the teachers. Moreover, the experience of teaching enables
them to better classroom management.

3. Budget oriented

Unlike other various programs and seminars that are very costly, micro
teaching program is budget-oriented. Teachers can practice within the real
class or at any other place.

4. More learning and less damage

Micro teaching program is conducted with no more than 3-4 students at a

time. This makes it possible to acquire a better teaching experience. In
addition, it lessens the chances of mistakes.

5. Improves attitude

A positive attitude contributes to better results. Thus, one of the

objectives of this program is to guide the trainees to attain a positive attitude
towards any criticism. As a result, negative feedbacks given in a positive
way helps to motivate the trainees to strive for betterment.

6. Promotes systematic lesson planning

Lesson planning is one of the skills that a teacher needs to master. Micro
teaching program, within a given content, helps the trainee to prepare
systematic lesson plans.

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7. Instant feedback

Feedbacks are the best way to improve. Micro teaching enables the
teachers to gain instant feedback from the supervisors. Instant feedback gives
more potential for rectifying mistakes.

8. Mastering skills

This program helps in mastering types of micro teaching skills and

strategies like lecturing, questioning, probing and initiating discussions.
Further, it helps in improving a separate teaching style.

Limitations or Disadvantages of Micro Teaching

The following mentioned are a few micro teaching limitations.

1. Hampers creativity

Creativity is the core of any job. It flows along with the task. However,
in the process of micro teaching, due to the limited period, it becomes difficult
to bring out that creativity.
Thus, micro teaching does not contribute to increasing the bars of creativity.

2. Training Staff

Better teaching promotes a better learning experience. Similarly, for

better teaching, one needs to undergo better training as well.
Micro teaching course benefits teachers in gaining that experience, but it
requires well-trained educators to train the teachers. Without a proper
educating staff, it is impossible to implement micro teaching course.

3. Lesser students’ lesser interest

Teaching is an art. However, not everyone is capable of teaching. Any

job needs passion and interest. They play a key role in driving the person to
strive for improvement.
In the micro teaching program, there are maximum 3-4 students,
therefore, lesser students fail to motivate the teacher to improve. Instead,
there are chances of teachers losing their interest altogether.

4. Wastes a lot of time

Micro teaching is teacher-oriented activity. Here, the focus is on

improving efficiency in teaching techniques. Each session lasts around 5 – 10
minutes minimum. During this period, the aim is to develop teaching skills and

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thus student learning is ignored. It certainly wastes the time of student, as it

does not benefit him.
Further, for practicing several times, various students are called at
different period. This may also hamper their overall academic performance.
Thus, it is advisable to conduct the training program keeping in mind all the
factors.

5. Training period timing

Micro teaching program is undoubtedly a benefiting course for the

teaching staff. It is a promising method for the holistic development of the
teachers in the teaching field.
However, there is one minor drawback of this program. The training
period is not enough to develop all the required skills properly. In addition, one
trainee needs approximately 35 minutes to practice once. Not more than ten
trainees can practice once within five hours. It is certainly a time-consuming
program.

6. Not realistic and practical

Micro teaching is a very advanced form of learning however; it does have

its own limitation. When it comes to teaching a diverse level of students at
once, it becomes a hassle. During the training, the strength of the students is
limited however when the strength of students is increased it seems like a
problem.
This program manages to keep the teachers away from real classroom
problems. As a result, trainees struggle in maintaining classroom behaviour.
Moreover, the artificial situation does not help in preparing teachers for the
real-time situation.

7. One alone is not sufficient

Micro teaching is a concept innovated at Stanford University by Professor

Robert Bush and Dwight Allen. One of the principles of micro teaching is skill
enhancement.
However, these skills are targeted one at a time and so not all skills are
developed within the given period. Thus, integration of different micro
teaching techniques is needed.

8. One at a time

Apart from the skills, micro teaching involves only one trainee at a time.
For a single session of training, it requires approximately 35 minutes.
Thus, the single trainee can practice only once in 35 minutes. It is not only
time consuming but also an irritating process for the supervisors if there are
more than ten trainees in a batch.

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Micro teaching is indeed an advanced level of a teaching program that

enables the teachers to gain confidence before stepping into the profession of
a teacher.
With the vast impact of globalization on every aspect of the world, there
is certainly a need of various schools. Efficient and effective teaching is one of
the major factors parents look at before enrolling their children into a school.
Thus, implementing micro teaching programs for new teachers as well as
in-service teachers are an ideal way to set foot with the world. Pros and cons
are a part of every innovation and thus keeping in mind those aspects one
should opt for a suitable program. Micro teaching is a widely accepted
technique adopted and approved by various institutions.

LEARNING ACTIVITY

Make three (3) examples of lesson chunk, give the procedures and
details.

MODULE SUMMARY

There are three lessons presented in Module 4. Lesson 1 focuses on the

learner-centered lesson plan serves as a teacher’s blue print. Lesson 2
discusses briefly on the importance of having an instructional learning
processes. Lesson 3 deals on how to design a chunk of a lesson plan focusing on
the strategy that will be utilized in teaching the lesson.

SUMMATIVE TEST

Let us check your understanding.

Choose a subject and one topic. Develop a lesson plan, using the K
to 12 lesson plan format. In your lesson plan design a lesson plan
chunk emphasizing the use of selected strategy addressing the
learners’ diverse needs, learning styles and background.

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RUBRICS FOR LESSON PLANNING

1. LESSON OBJECTIVES

3 - Exemplary 2 - Acceptable 1 - Unacceptable

All domains are Only two domains are One domain is stated
explicitly stated stated
2. MATERIALS
All learning material are Most of the learning Few learning materials
listed materials are listed are listed
3. PROCEDURES
All procedures are Most of the procedures Procedures are not
logically and are logically and properly explained and
systematically systematically not explicitly stated
presented presented
4. MOTIVATION
Lesson is highly Most students are Lesson is not motivating
motivating and engages engaged in the and provides for limited
all the learners motivation student participation

5. CONTENT
Content is thoroughly Content is moderately There are inaccuracies
researched and very discussed in the delivery of the
substantial content
6. ART OF
QUESTIONING
The use of HOTS is very The use of HOTS is Only lower level
much evident in the moderately used in the questions are included
lesson lesson in the lesson
7. CLOSURE
Closure of the lesson is Closure of the lesson is No closure of the lesson
very evident moderately done is done
8. EVALUATION
Evaluation covers the Evaluation covers only Evaluation does not
behaviors described in some of the behavior cover the behaviors
the objectives discussed in the discussed in the
objectives objectives
9. ASSIGNMENT
Assignment provides Assignment provides for Assignment is unrelated
enrichment only some enrichment to the lesson
opportunities and opportunities about the
extends lesson concepts lesson

Adopted from: The Professional Teacher. The Practice Use of Rubrics in

Teaching and Learning page 32.

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