The CG, LM and TG

DLL and DLP

DEPARTMENT OF EDUCATION
 Objectives

• familiarize the relationship of the Curriculum Guide

(CG), Teacher’s Guide (TG), and Learner’s Material
(LM);
• Interpret and align the code book legend of the
learning competencies in the CG with the budgeted
school calendar.
• align the code book legend of the learning
competencies with school calendar

DEPARTMENT OF EDUCATION
 The CG, LM and TG

A. The Curriculum Guide

Learning Standards
B. Learner’s Material (Structure and pedagogical implications)

Phases

C. Teaching Guide (Structure and assessment plan)

Elements

DEPARTMENT OF EDUCATION
 A. Curriculum Guide
Curriculum Guide
The Learning Standards
 Content standards.
 Performance standard
 Assessment criteria

On the content standards….

The key concepts in the content

standards indicate the topics/learning
episodes and lessons the students must be
able to understand.

DEPARTMENT OF EDUCATION
 The Learning Standards

On the performance standard…

The skills in the performance standards are the
products and performances the students must be
able to do and produce in relation to the content
standard.

On the assessment criteria…

The adverbs/adjectives in the performance
standard determine the assessment criteria or
components from which the rubric must be crafted.
e.g. proficiently, creatively, effectively, actively,
powerful, short etc.
DEPARTMENT OF EDUCATION
B. Learner’s Material (Structure and pedagogical implications)

Phases
1. What to know
2. What to process
3. What to reflect on and understand
4. What to transfer
C. Teaching Guide (Structure and assessment plan)
Elements
1. Learning Outcomes
2. Planning for assessment
3. Planning for Teaching and Learning

DEPARTMENT OF EDUCATION
The Content Standard

DEPARTMENT OF EDUCATION
The Performance Standard

DEPARTMENT OF EDUCATION
The Learning Competencies & Code

Specific statements
of knowledge,
process/skills and
attitude that students
are expected to
demonstrate to attain
the content standard

DEPARTMENT OF EDUCATION
 CODE BOOK LEGEND
Sample: M10AL-Id-2

LEGEND SAMPLE

Learning Area
and Strand/
Mathematics
Subject or
First Entry M10
Specialization

Grade Level Grade 10

Domain/
Uppercase
Content/ Algebra AL
Letter/s
Strand/ Topic
DEPARTMENT OF EDUCATION
 CODE BOOK LEGEND
Sample: M10AL-Id-2
LEGEND SAMPLE

Roman Numeral
First Quarter I
*Zero if no specific quarter

Lowercase Letter/s
*Put a hyphen (-) in between letters Fourth Week d
to indicate more than a specific
week

DEPARTMENT OF EDUCATION
 CODE BOOK LEGEND
Sample: M10AL-Id-2

LEGEND SAMPLE
2nd competency
for the fourth
week:
Arabic Number Competency * differentiates a 2
geometric sequence
from an arithmetic
sequence.

DEPARTMENT OF EDUCATION
 CODE BOOK LEGEND
Sample: M10AL-Id-2
LEGEND SAMPLE
Learning Area and Strand/
Mathematics
Subject or Specialization
First Entry M10
Grade Level Grade 10

Domain/Content/
Uppercase Letter/s Algebra AL
Strand/ Topic
-
Roman Numeral
Quarter First Quarter I
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters
Week Fourth Week d
to indicate more than a specific
week
-

2nd competency for the fourth

week:
Arabic Number Competency * differentiates a geometric 2
sequence from an arithmetic
sequence.

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Teacher’s Guide
Material
A. Learning Outcomes
 Content Standard
 Performance Standard
B. Planning for Assessment
 Product/ Performance
 Assessment Map (Pre-Assessment,
Formative, Summative)
 Assessment Matrix (for Summative Test)

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
C. Planning for Teaching-
Learning
Introduction  Introduction

big picture of what is expected to be learned

clear directions and purpose of the module

 Lessons and Coverage  Objectives

(Module Map)
define the enabling knowledge and
skills to develop the desired
competencies leading to
the attainment of CS and PS

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
 Pre-Assessment  Pre-Assessment (Answer Key)

may employ the paper and pencil test or alternative tools to find out
students’ knowledge, skills and understanding

 Learning Goals and Targets  Learning Goals and Targets

 Instructional Activities  Instructional Activities
 What to KNOW  What to KNOW

 activate prior knowledge of the learner

 elicit responses to provocative and critical questions
 identification and clarification of misconceptions
 assessment of student’s knowledge

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
 What to PROCESS  What to PROCESS

 activities requiring students to process/make sense of the information

 assess student’s skills
 questions that enable students to construct their own meanings/
understanding

 What to REFLECT and  What to REFLECT and

UNDERSTAND UNDERSTAND

additional activities and reading resources to enrich/broaden

their understanding
 provocative or critical questions to draw learner’s core understanding
check student readiness (ASSESSMENT AS – question, checklist, etc.)

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
 What to TRANSFER  What to TRANSFER

 overview of what is expected

 opportunity to transfer the learning through product or performance
 describe the tools for assessing the product/performance
based on real life situations
 GRASPS with assessment criteria

 Summary/Synthesis/  Summary/Synthesis/
Generalization Generalization

provide a summary or synthesis of what has been learned from the

lesson/module
provide a linking/connecting statement of the lesson/module to the
next lesson/module

DEPARTMENT OF EDUCATION
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
 Post-Assessment

a summative assessment tool/s that

will cover the entire module/lesson
key to correction shall be included in
the TG

 Glossary of Terms  Glossary of Terms

 References and Website  References and Website Links
Links Used in the Module Used in the Module

DEPARTMENT OF EDUCATION
 Connections among CuF, CF, CG, LM & TG

K to 12 Learning Area Holistic

CONCEPTUAL
FRAMEWORK Filipino
CG LM TG Learners

A
Content Introduction

S
Standard
Objectives

S
Learning

E
The K to Competencies What to Know
Performance

S S M E N T
12 What to Process
Philippine Standard
Basic What to Reflect on
Education and Understand
Curriculum
Framework What to Transfer

DEPARTMENT OF EDUCATION
PLANNING INSTRUCTION USING
DAILY LESSON LOG (DLL)

DEPARTMENT OF EDUCATION
 Objectives
At the end of the session, you should be able to:
1) justify the importance of lesson planning as
fundamental to the delivery of teaching and
learning in schools

2) Determine who will use detailed lesson plan and

a daily lesson log

3) explain the elements and parts of a daily lesson

log and detailed lesson plan

DEPARTMENT OF EDUCATION
 What is instructional planning?
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
Grouping methods
Pacing and allocation of instructional time
(DepEd Order No. 42, s. 2016)
DEPARTMENT OF EDUCATION
 Instructional
(Airasian, 1994)
Process

Planning
Instruction

Delivery of
Instruction

Assessment of
Learning
 Elements of a Lesson Plan

 What should be taught?

 How should it be taught?
 How should learning be assessed?
Planning lessons is fundamental to
ensuring the delivery of teaching
and learning in schools.

DEPARTMENT OF EDUCATION
In planning lessons teachers can
choose:
Instructional Models

Instructional Strategy

Instructional Methods
 Policy Guidelines on Daily
Lesson Preparation for the K
to 12 Basic Education Program
DepEd Order No. 42, s. 2016

Meant to support teachers in upholding quality

education standards by affirming the importance of
instructional planning through Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) preparation

DEPARTMENT OF EDUCATION
Which format should I use?
 Who should use which format?
DLL
Teachers with at least one (1) year of
teaching experience, including private
school experience and higher education
institutions (HEI) teaching experience
Teachers who have been in the
service for at least one (1) year
provided they have available LMs
and TGs.
DLP
Applicant Teachers, Teachers and even
Master Teachers who will conduct
demonstration teaching shall be required to
prepare DLP.
Newly-hired teachers who earned a rating
of “VS” or “O” in the RPMS in a year shall
no longer be required to prepare DLPs.
However, when new content is integrated
into the curriculum, all teachers are required
to write a detailed plan for that content or
subject matter.
• 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.
 What is a Daily Lesson Log (DLL)?
A template teachers use to log parts of their
daily lesson
 Covers a day’s or week’s worth of lessons
 Contains the following parts:
• Objectives
• Content
• Learning Resources
• Procedures
• Remarks
• Reflection
 What is a Daily Lesson Plan (DLP)?
• A teacher’s road map for a lesson
• Contains a detailed description of the steps a
teacher will take to learn a particular topic
• Contains the following parts :
– Objectives
– Content
– Learning Resources
– Procedures
– Remarks
– Reflection
How do we accomplish each part of the DLL?
DLL Video
Answer these questions

• Which part/s of the video struck you

the most?
• What ideas about DLL you previously
hold have now been clarified by the
video?
• What challenges in lesson planning do
you still foresee even after watching
the video?
What to write on each
part of the Daily Lesson
Log (DLL)
 Know and understand
✎ Do, perform and
 Answers “What demonstrate
students
• Specific statements of
knowknowledge,
and be able to(including 21st
understand?” Century Skills)
process/skills and
attitude that students
are expected to
demonstrate in a
lesson. In this part,
competency codes are
also logged.
• The topic or subject
matter pertains to the
particular content that
the lesson focuses on.
Before the lesson

During the lesson

After the lesson
Flexibility is allowed in the
delivery of the DLL procedures.
Teachers do not need to go
through all ten (10) parts in every
lesson.
These ten parts should be done
across the week.
Integrated into a DLP are assessment
methods used by the teacher to regularly
check understanding of the material being
tackled.
Formative assessment of student learning
must be done before, during and after a
lesson and should be carried out to
measure attainment of the lesson
objectives.
• Providing assignment or “homework” is a
form of post lesson formative assessment. It
should be related to the day’s lesson.

• The assignment should allow learners to

master what was learned during the lesson
or reinforce what has been taught. Teachers
must check assignments promptly.
• The giving of assignments is optional and
should follow the provisions of DepEd
Memorandum No. 329 s. 2010, entitled
Guidelines on Giving Homework or
Assignments to All Public Elementary School
Pupils. Giving of assignments shall also be
optional in all other grade levels.
 Monitoring and Evaluation

The preparation of DLL and DLP shall be

part of the performance assessment of
those who are in Teacher I-III and Master
Teacher I-IV positions through the RPMS.
Compliance with DLP and DLL preparation
shall be monitored following the RPMS
cycle.
 Monitoring and Evaluation

Teachers with exemplary DLLs or DLPs

may be provided with incentives. The
definition and rubrics of exemplary
DLLs and DLPs will be issued in a
separate policy.
“If you fail to plan,
you plan to fail.”
DEPARTMENT OF EDUCATION