Complete Guide to Daily Lesson Preparation
Complete Guide to Daily Lesson Preparation
Instructional planning is at the heart of effective teaching and learning. For teachers under the K to 12 Basic Education Program, DepEd Order No. 42, s. 2016 provides the essential roadmap for daily lesson preparation. These guidelines aim to empower educators as facilitators of learning, ensuring that every minute in the classroom is maximized for student success.
The Importance of Planning
Lesson preparation is not just a requirement; it is a critical process that allows teachers to visualize their lessons before they are taught. It encourages reflective practice, helping teachers think about what works best for their specific learners. By planning, teachers can:- Set clear learning targets and ensure they are met.
- Master the content of their learning areas.
- Ensure full coverage of the curriculum.
- Respond effectively to the diverse needs of learners through differentiated instruction
Ready-to-Use Resources: DLL Samples
To support teachers in this endeavor, DepEd has provided several Daily Lesson Log (DLL) samples across various grade levels. These samples serve as practical examples of how to apply the policy guidelines in real classroom settings. Teachers are encouraged to use these as references while adapting them to their specific classroom contexts.How to Write Your Daily Lesson Log (DLL)
The DLL is a template for logging daily or weekly lessons. Here is how to write each part according to the official guidelines:
The DLL is a template that teachers use to record their lessons daily or weekly. It consists of the following sections:
The DLL is a template that teachers use to record their lessons daily or weekly. It consists of the following sections:
I. Objectives
This section is mapped directly from the Curriculum Guide (CG).
Content Standards: The "what" students should know.
Performance Standards: The "how" students apply that knowledge.
Learning Competencies/Objectives: The specific skills or knowledge to be mastered. (Note: Write the LC Code for each.)
II. Content
The specific topic or subject matter for the day/week.
III. Learning Resources
A list of materials used. You must specify the:
Teacher’s Guide (TG) pages.
Learner’s Materials (LM) pages.
Textbook pages.
Additional Materials from the Learning Resource (LR) portal.
This is the heart of the DLL. On pages 11-12, DepEd outlines 10 specific steps (a-j) that guide the lesson flow. Note: These can be spread across the week.
A. Reviewing the previous lesson or presenting a new lesson
This part connects the lesson with learners' prior knowledge. It explicitly teaches the learners how the new lesson connects to previous lessons. It also reviews and presents new lessons in a systematic manner
B. Establishing a purpose for the lesson
Establishing a purpose for the lesson will motivate the learner to learn it. It encourages them to ask questions about the new topic and helps establish a reason for learning the new lesson.
C. Presenting examples/ instances of the new lesson
Presenting examples/instances of the new shows, content, and competencies. This is also where the concepts are clarified.
D. Discussing new concepts and practicing new skills. #1
Discussing new concepts leads to the first formative assessment.
Teachers shall prepare good questions for this part. The teacher will listen to learners' answers to gauge whether they understood the lesson. If not, then they re-teach. If the learners have understood the lesson, the teacher shall proceed to deepen the lesson.
E. Discussing new concepts and practicing new skills #2.
Continuation of the discussion of new concepts, leading to the second formative assessment that deepens the lesson and shows learners new ways to apply their learning. The teacher can use pairs, groups, and teamwork to help learners discuss the lesson among themselves. The learners can present their work to the class, which serves as the teacher's way of assessing whether the concepts are solidifying and whether their skills are developing.
F. Developing mastery Leads to Formative Assessment)
Developing mastery, which leads to the third formative assessment, can be achieved through additional individual work activities such as writing, creative ways of representing learning, dramatization, etc.
The teacher shall ask learners to demonstrate their learning through assessable activities such as quizzes, worksheets, seatwork, and games. When the students demonstrate learning, they proceed to the next step. The teacher can add activities as needed until formative assessment shows that the learners are confident in their knowledge and competencies.
G. Finding practical applications of concepts and skills in daily living
Finding practical applications of concepts and skills in daily living, which can develop appreciation and value for students' learning by bridging the lesson to daily living. This will also establish relevance in the lesson.
H. Making generalizations and abstractions about the lesson
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
Evaluating learning is a way to assess learners and determine whether the learning objectives have been met. Evaluation should tap into the three types of objectives, and
J. Additional activities for application or remediation (with activities for application and remediation)
Additional activities for application or remediation will be based on the formative assessments and will provide children with enrichment or remedial activities. The teacher should provide extra time for additional teaching activities to learners who demonstrate difficulties with the lesson.
Remarks: This is a part of the DLL in which teachers shall indicate special cases, including but not limited to continuation of the lesson plan to the following day in case of re-teaching or lack of time, transfer of the lesson to the following day in cases of class suspension, etc.
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 help solve.
Detailed Lesson Plan (DLP)
The DLP format includes the following parts: Objectives, Content, Learning Resources, Procedures, Remarks, and Reflection.1. Objectives
This section should be learner-centered and aligned with the curriculum standards. It must include:
This refers to the specific topic or subject matter the lesson will cover on a given day or week.
3. Learning Resources
List the multiple resources you will use, such as the Teacher’s Guide (TG), Learner’s Material (LM), and materials from the LRMDS portal. These should be used as resources to support the curriculum, not as the curriculum itself.
This section should be learner-centered and aligned with the curriculum standards. It must include:
- Content Standards: The essential knowledge students need to learn.
- Performance Standards: The skills learners must demonstrate based on that knowledge.
- Learning Competencies: The specific knowledge, skills, and attitudes learners should demonstrate in the lesson.
This refers to the specific topic or subject matter the lesson will cover on a given day or week.
3. Learning Resources
List the multiple resources you will use, such as the Teacher’s Guide (TG), Learner’s Material (LM), and materials from the LRMDS portal. These should be used as resources to support the curriculum, not as the curriculum itself.
4. Procedures
This is the core of your plan and should follow a clear sequence:
Before the Lesson: Start with "warm-up" activities to engage students. Review previous lessons, clarify difficult concepts, and state the new lesson’s objectives clearly.
The Lesson Proper: This is where you present new material. Use this time to explain, model, and demonstrate concepts while regularly checking for student understanding.
After the Lesson: Close the lesson with "wrap-up" activities. Summarize the main points and reinforce what has been taught to assess if students have mastered the day's goals.
5. Remarks and Reflection
The Remarks section is for documenting the number of learners who earned 80% on the formative assessment and those who require additional remediation activities. The Reflection section is vital for your growth, as it allows you to note which teaching strategies worked well, the difficulties you encountered, and innovations you can share with other teachers.
By following these guidelines and utilizing the provided samples, teachers can ensure they are not just teaching a subject but truly facilitating a journey of discovery for every K to 12 learner.
This is the core of your plan and should follow a clear sequence:
Before the Lesson: Start with "warm-up" activities to engage students. Review previous lessons, clarify difficult concepts, and state the new lesson’s objectives clearly.
The Lesson Proper: This is where you present new material. Use this time to explain, model, and demonstrate concepts while regularly checking for student understanding.
After the Lesson: Close the lesson with "wrap-up" activities. Summarize the main points and reinforce what has been taught to assess if students have mastered the day's goals.
5. Remarks and Reflection
The Remarks section is for documenting the number of learners who earned 80% on the formative assessment and those who require additional remediation activities. The Reflection section is vital for your growth, as it allows you to note which teaching strategies worked well, the difficulties you encountered, and innovations you can share with other teachers.
By following these guidelines and utilizing the provided samples, teachers can ensure they are not just teaching a subject but truly facilitating a journey of discovery for every K to 12 learner.
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