SELF

LEARNING
MODULE AND
LESSON PLAN
LARRY MAR B. BAUTISTA
MAEd - Physical Science
Lesson Objectives:
1. Determine the characteristics and
components of module and lesson plan;
2. State the importance of using module and
lesson plan in science teaching by giving
reflection; and
3. Create a module and lesson plan
following the desired characteristics and
components.
 What is a Self Learning
Module(SLM)?  It provides a learning activity to
 It is a document containing all learners when a group education
necessary knowledge for a student to or individual education session is
attain one or more educational not possible.
objectives independently of the
teacher. Using these modules, the  developed and intended primarily for
student can take over a large part of the use of learners outside the
his/her training, while the teacher classroom setting and when classes are
remains available only when needed. disrupted that would limit face-to-face
interaction between the learner and the
It could be offered in a form of work
teacher
books, study guides, work stations,
video tapes, internet modules, and
computer programs (Santrock ,
2009).
 Characteristics of a Self-
Learning Module:  The objectives, materials and
activities must be properly and
 Each module must contain only one logically sequenced: Specific,
concept. Measurable, Achievable, Relevant
 The module must be self- and Time-based (SMART)
motivating.
 The module must contain self-teaching  The module must be written in a clear,
and self - learning materials which within
correct and simple language
enable the students to work the full comprehension
with minimum
independently
of the learner
teacher assistance.
SELF LEARNING MODULES INSTRUCTIONAL DESIGNS
 PRELIMINARIES
A. COVER
PAGE

COMPONENTS OF
SLM
 PRELIMINARIES

B. INSIDE FRONT COVER C. COVER

PAGE
 PRELIMINARIES

D. OVERVIEW/ INTRODUCTORY
MESSAGE

 contains an introduction
that discusses the
topic/content of the
module and the learning
objectives.
 PRELIMINARIES

D. OVERVIEW/ INTRODUCTORY
MESSAGE

 contains an introduction
that discusses the
topic/content of the
module and the learning
objectives.
 MAIN COMPONENTS
O
I. WHAT I NEED TO KNOW
B
 gives you an idea of the skills
or competencies you are J
expected to learn in the E
module C
 anchored on the learning T
competencies. I
V
 informs the learners of the
expected outcomes E
S
 MAIN COMPONENTS P
II. WHAT I KNOW R
E
 includes an activity that -
aims to check what you A
already know about the S
lesson to take. S
E
 at least 10 items S
S
M
E
N
T
 MAIN COMPONENTS P
R
III. WHAT’S IN I
O
 a brief drill or review to R
help you link the current
lesson with the previous K
one. N
O
W
L
E
D
G
E
 MAIN COMPONENTS L
E
IV. WHAT’S NEW S
S
O
 introduces the new lesson N
in various ways; a story, a
song, a poem, a problem P
R
opener, an activity, or a E
situation. S
E
N
T
A
T
I
O
N
 MAIN COMPONENTS C
V. WHAT IS IT O
 provides a discussion of the lesson N
which aims to help the learner C
discover E
 and understand new concepts and P
skills T
 sufficiently develops the MELCs
D
intended for learning area and grade
E
level
V
 logically-developed and organized
E
 suitable to the learner’s level of L
development, needs, experience O
and context P
 free from any type of error M
 cognizant of intellectual property E
rights N
T
 MAIN COMPONENTS

VI. WHAT’S MORE A

 comprises activities for C
independent practice to T
 solidify your understanding I
and skills of the topic V
 developmental and age I
appropriate T
 varied and involves self- I
check exercises E
 3 Activities composed of at S
least 5 items each
 MAIN COMPONENTS

VII. WHAT I CAN DO A

 provides an activity which will P
help you transfer your new P
knowledge or skill into real life L
situations or concerns. I
C
 differentiated performance A
tasks based on the learners’ T
multiple intelligences, learning I
styles and readiness levels O
N
 MAIN COMPONENTS
VIII. WHAT I HAVE
LEARNED S
 processes what had been Y
learned by the learners. N
CAN BE DONE THROUGH:
T
1. WORD SPLASH
2. LEARNING LOGS
H
3. KEY POINTS SUMMARY E
4. ONE SENTENCE SUMMARY S
5. PARANGAPH SUMMARY I
6. AHA! AND HUH? S
7. FRAMED PARAGRAPH
8. SENTENCE STARTERS
9. GRAPHIC ORGANIZER
 MAIN COMPONENTS

X. POST ASSESSMENT A
 evaluates the learner’s level S
of mastery in achieving the S
learning competency E
S
S
M
E
N
T
 MAIN COMPONENTS
X. ADDITIONAL ACTIVITY
A
 another activity will be given G
to enrich the learner’s R
knowledge or skill of the E
lesson learned E
M
E
N
T
 MAIN COMPONENTS

XI. ANSWER KEY A

 contains answers to all G
R
activities in the module.
E
 turned upside down E
M
E
N
T
 What is a Lesson Plan? KEY COMPONENTS:

 It is the teacher’s road map of what  Objectives for student

students need to learn and how it will
be done effectively during the class
time. Before you plan your lesson,
you will first need to identify the
learning objectives for the class
meeting.
learning.
 Teaching/learning activities
 Strategies to check student
understanding
NOT
E
 What is a Lesson Plan? KEY COMPONENTS:

 It is the teacher’s road map of what  Objectives for student

students need to learn and how it will
be done effectively during the class
time. Before you plan your lesson,
you will first need to identify the
learning objectives for the class
meeting.
learning.
 Teaching/learning activities
 Strategies to check student
understanding
 PURPOSE of a Lesson Plan?
For the TEACHERS:
 USED AS GUIDE FOR THE
TEACHER
 PROVIDES DIRECTION
 GIVES TEACHER A SENSE OF
SECURITY AND CONFIDENCE
 PROVIDES RECORD
 HELPS KEEP GOOD CLASSROOM
MANAGEMENT.
For the LEARNERS:
 They realize that the teacher
cares for their learning.
 They attend a structured lesson:
easier to assimilate
 They appreciate their teacher’s
work as a model of well-
organized work to imitate.
Steps for Preparing a Lesson
 What is the topic of the lesson?
Plan  What do I want students to learn?
 What do I want them to understand and
1. Outline learning be able to do at the end of class?
objectives  What do I want them to take away from
this particular lesson?
 determine what you want students to
learn and be able to do at the end of  What are the most important concepts,
class. ideas, or skills I want students to be able
to grasp and apply?
 Why are they important?
 rank them in terms of their  If I ran out of time, which ones could not
importance. be omitted?
 And conversely, which ones could I skip
if pressed for time?
Steps for Preparing a Lesson
Plan
2. Develop the introduction
 develop a creative introduction to  How will I check whether students know
the topic to stimulate interest and anything about the topic or have any
encourage thinking. preconceived notions about it?
 What are some commonly held ideas (or
 use a variety of approaches to engage possibly misconceptions) about this topic
that students might be familiar with or
students (e.g., personal anecdote,
might espouse?
historical event, thought-provoking  What will I do to introduce the topic?
dilemma, real-world example, short
video clip, practical application,
probing question, etc.).
Steps for Preparing a Lesson
Plan
3. Plan the specific learning
activities
 Prepare several different ways of
explaining the material (real-life
examples, analogies, visuals, etc.) to
catch the attention of more students
and appeal to different learning
styles.
 What will I do to explain the topic?
 What will I do to illustrate the topic
in a different way?
 How can I engage students in the
topic?
 What are some relevant real-life
examples, analogies, or situations
that can help students understand the
topic?
 What will students need to do to
help them understand the topic
better?
Steps for Preparing a Lesson
Plan
4. Plan to check for
understanding
 Think about specific questions you
can ask students in order to check for
understanding, write them down, and
then paraphrase them so that you are
prepared to ask the questions in
different ways. Try to predict the
answers your questions will generate.
Decide on whether you want students
to respond orally or in writing.
 What questions will I ask students to
check for understanding?
 What will I have students do to
demonstrate that they are following?
 Going back to my list of learning
objectives, what activity can I have
students do to check whether each of
those has been accomplished?
Steps for Preparing a Lesson
Plan
5. Develop a conclusion and
a preview 6. Create a realistic timeline
 Conclude the lesson not only by  A realistic timeline will reflect your
summarizing the main points, but also flexibility and readiness to adapt to
by previewing the next lesson. How the specific classroom environment.
does the topic relate to the one that’s
coming? This preview will spur
students’ interest and help them
connect the different ideas within a
larger context.
 !
Elicit

Engage

7 E’s in
Lesson
Planning
!
 “The kind of learning resources
used in schools mirrors the
NOTE kind of education being
offered.”
 Thanks!
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