Lesson5.

Technology
Integration in
Lesson
Planning
L earning o utcomes

1 2

Explain how the Create a lesson

technology plan with an
integrated into the emphasis on
lesson plan . technology
integration.
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Were you asked to

make or design a
lesson plan? How
was it?
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What is lesson planning?

财务与融资

Lesson Planning is the process

of designing a
curriculum
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Technology Integration
Lesson Planning Process
Consider how technology can be used to access, coordinate, illustrate,
and communicate information while planning computer based activities.

The key differences are HOW learners gain knowledge and skills, How
knowledge and skills are shown and implemented, and How learning can be
measured and assessed. 02
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4 Steps in integrating technology in Lesson Planning:

Step 1 Step 2 Step 3 Step 4

Examine Determine Select a Choose a
Curriculum knowledge Technology Method of
Documents and skills. Product to Assessment
. Apply and
Learning. Evaluation
Criteria
Lesson Plan Content and
Details

There are elements or components of a

curriculum design, like that of a lesson plan. A lesson
plan has four main components. These are the
objectives, content/subject matter, procedure or
teaching-learning
experiences, and assessment/evaluation.
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Objective
This refers to the intended learning outcomes, which
students must achieve at the end 72% of a specific learning
session. Hence, this guides teachers on what to specifically
KEY WORD
accomplish in a given period ofcouldtime.
Here you describe the
details if you need

This should be stated in terms of what students will be

28%
capable of doing after the teaching learning activities. This is
plainly a stated purpose or specific goals that should be
accomplished by the lesson.
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There are guidelines on how objectives should be stated. First,

objective statements must be SMART. It must be specific,
measurable, attainable, realistic, and time-bounded. An objective is
SMART when it starts with a single observable/measurable action
verb stated in the s-form, like recalls, summarizes, solves,
analyzes, and creates. You may wonder why the s-form of the verb
is used in stating the objectives. This is so because when it is in the
s-form, it implies that it is individualized given that only singular
nouns agree to take the s-form of the verb. Hence, the objective
intends that every student in class will be able to achieve what is
expected of them. Furthermore, only one action verb must be used
in stating the objectives, except for “compares and contrasts” which
always go together.
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Content/Subject Matter
This part of the lesson plan primarily indicates the topic or lesson
relevant to the objective. Most of the time, teachers write the topic of the
lesson on this part. However, there are cases that instead of writing the
topic, they indicate the skill. Writing the skill is done by converting the verb
of the objective to its “-ing” form. For example, if the objective is “Finds the
capacity of a container using milliliter and liter,” the skill will be “Finding the
capacity of a container using milliliter and liter.” Aside from the topic,
references are also indicated in the content/subject matter component of a
lesson plan. References include all reading materials that guide the
teachers in coming up with their lesson. References contain the lists of the
identified software, hardware, websites, and other materials needed to
support the learning activity. It is to be noted that references are not only
limited to books, modules, encyclopedias, and the like.
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These also encompass information or concepts from the

internet. In writing the references, teachers must follow the
American Psychological Association (APA) format, preferably
the most recent edition. Lastly, the subject matter section of
the lesson plan also includes the materials to be used in the
teaching-learning process. Specifically, materials include real
objects, models, pictures, visual aids, ICT facilities, and the
like. In indicating these in the lesson plan, these should be
arranged from concrete to abstract
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Procedure or Teaching-Learning Experiences

Lessons or principles and methods of teaching.

• Indirect Instructions
• Interactive Instruction
• Experiential Instruction
• Independent Study
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There are subsections under the procedure part

Of the lesson plan.

Preliminary Drill

Activities

Review Motivation
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DepEd recommends that the 4 A’s (activity, analysis,

abstraction, application) instructional model may be used in
presenting the new lesson.
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1
Activity
A teacher starts by giving his/her class activity or a task
that will lead students in the discovery of the concepts
embedded in the new lesson to be discussed.

Analysis

4 A’s
2
The subsection should be connected with the
Previous lesson.

3 Abstraction
To give students a clear understanding of the
lesson, the teacher will have his/her discussion of
the topic in the abstraction part of the lesson plan.
Application
4
This refer to another fit of a task given to students for them
to apply what they just learned
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Assessment/Evaluation

This section presents suggestions for student learning

assessment. To determine whether the teacher was successful in
making students learn the lesson, he/she will administer an
assessment/evaluation. It is greatly emphasized that the
assessment/evaluation should be aligned with the objective. To
guarantee alignment, it is best for teachers to use the verb of the
objective. For example, if the objective is “Defines ecosystem,” the
evaluation should be “Define an ecosystem.”

Another guideline in assessing/evaluating learning is to consider

students’ capabilities. The difficulty of the task that will be given should
be in accordance with what they are capable of doing. Aside from this,
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assessment/evaluation is never limited to written tests.
Teachers can give performance assessments. The objective
will decide whether a written or a performance
assessment/evaluation will be given.

There you go! Those are the four main parts of a lesson
plan. However, there are several lesson plans, which consider
Homework/Assignment as the last part of the plan. Said part
gives students a task, which may be about the topic they just
learned or the topic they will learn next. This is to develop
student mastery of the topic already discussed. Moreover, this
will also help students prepare for the topics yet to be
discussed in class.
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LISTENIN
G