Guidelines on Lesson Planning and Learning Design [New Lesson Plan Template]
Guidelines on Lesson Planning and Learning Design
Policy Briefer
A. Nature of Lesson Planning
Lesson planning is repositioned as a practical instructional tool rather than a paperwork exercise. Teachers are explicitly trusted to use professional judgment and adapt based on learner needs and evidence. The policy encourages co-created lesson plans, LAC-based collaborative planning, and acceptance of shared outputs as valid evidence of preparation. Furthermore, lesson plans shall be used to align goals, activities, assessments, and reflection, and are intended to reduce unnecessary workload.
Lesson Planning shall be guided by 8 evidence-based Learning Design Principles. These principles describe the ideal learner experience and the core features of effective instruction.
Based on the policy briefer and the sample format released by the Department of Education (DepED), lesson planning has shifted from a "paperwork exercise" to a practical instructional tool. The new guidelines prioritize flexibility, collaboration, and evidence-based design over rigid, lengthy documentation.
Based on the policy briefer and the sample format released by the Department of Education (DepED), lesson planning has shifted from a "paperwork exercise" to a practical instructional tool. The new guidelines prioritize flexibility, collaboration, and evidence-based design over rigid, lengthy documentation.
B. Templates and Required Formats
These policy procedures effectively repeal the definitions and content of DepEd Order 42, s. 2016 or the "Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program." Given this, the Detailed Lesson Plan and Daily Lesson Log in previous DepEd Orders shall no longer be applicable.
The new lesson plan is simplified into a single template; schools, divisions, and regions shall not require lesson plan templates, add-on forms, or documentation beyond the
Here is a breakdown of the key elements of this new lesson planning approach:
1. The 8 Learning Design Principles
The core of the new policy is built on eight principles that define the ideal learner experience. These are meant to guide every activity you plan:
• Clear Goals and Teaching: Ensuring learners know exactly what they are expected to learn.
• Scaffolding: Breaking down complex tasks into smaller, manageable steps.
• Checks for Understanding: Frequent "pulse checks" during the lesson to see if students are following.
• Active Retrieval and Spacing: Using techniques to help students recall information over time.
• Self-awareness and Metacognition: Encouraging students to think about their own learning process.
• Social Learning: Creating opportunities for students to learn from and with each other.
• Values and Purpose Integration: Connecting lessons to real-world meaning and character building.
• Inclusion: Ensuring the lesson is accessible to all learners, regardless of ability or background.
2. Streamlined Structure
The new template replaces the old "Detailed Lesson Plan" (DLP) and "Daily Lesson Log" (DLL). It is organized into three major phases:
A. The Foundation
• Learners' Context: Identifying who the students are and what they need.
• Curricular Targets: Listing the specific competencies and learning objectives for each session.
• Resources: Identifying the materials needed, including emergency or alternative resources.
B. The Learning Experience
The lesson itself is divided into two streamlined parts:
• Pre-Lesson: Brief activities to prepare the mind and body for learning.
• Learning Experience: The core activity where the teacher guides the students, integrates design principles, and ensures inclusion.
C. Assessment and Extension
• Formative Assessment: Observing and noting student progress during the activity to adjust teaching in real-time.
• Extended Learning: Suggesting how the lesson can be reinforced at home or outside the classroom.
3. Reflection and Accountability
The final section of the plan moves away from "checking boxes" and focuses on professional growth:
• Notes for Myself and Peers: A space to record what worked, what didn't, and what should be changed for the next session.
• Declaration of AI Use: A new requirement to cite how (or if) Artificial Intelligence was used to help formulate the lesson plan.
4. Key Policy Shifts
• Repeal of Old Orders: This policy officially replaces DepEd Order 42, s. 2016. DLPs and DLLs are no longer the standard.
• Collaborative Planning: Teachers are encouraged to co-create plans (e.g., during LAC sessions) rather than working in isolation.
• Supportive Leadership: School heads are now expected to use lesson plans as tools for coaching and developmental feedback, rather than just for compliance monitoring.
Here is a breakdown of the key elements of this new lesson planning approach:
1. The 8 Learning Design Principles
The core of the new policy is built on eight principles that define the ideal learner experience. These are meant to guide every activity you plan:
• Clear Goals and Teaching: Ensuring learners know exactly what they are expected to learn.
• Scaffolding: Breaking down complex tasks into smaller, manageable steps.
• Checks for Understanding: Frequent "pulse checks" during the lesson to see if students are following.
• Active Retrieval and Spacing: Using techniques to help students recall information over time.
• Self-awareness and Metacognition: Encouraging students to think about their own learning process.
• Social Learning: Creating opportunities for students to learn from and with each other.
• Values and Purpose Integration: Connecting lessons to real-world meaning and character building.
• Inclusion: Ensuring the lesson is accessible to all learners, regardless of ability or background.
2. Streamlined Structure
The new template replaces the old "Detailed Lesson Plan" (DLP) and "Daily Lesson Log" (DLL). It is organized into three major phases:
A. The Foundation
• Learners' Context: Identifying who the students are and what they need.
• Curricular Targets: Listing the specific competencies and learning objectives for each session.
• Resources: Identifying the materials needed, including emergency or alternative resources.
B. The Learning Experience
The lesson itself is divided into two streamlined parts:
• Pre-Lesson: Brief activities to prepare the mind and body for learning.
• Learning Experience: The core activity where the teacher guides the students, integrates design principles, and ensures inclusion.
C. Assessment and Extension
• Formative Assessment: Observing and noting student progress during the activity to adjust teaching in real-time.
• Extended Learning: Suggesting how the lesson can be reinforced at home or outside the classroom.
3. Reflection and Accountability
The final section of the plan moves away from "checking boxes" and focuses on professional growth:
• Notes for Myself and Peers: A space to record what worked, what didn't, and what should be changed for the next session.
• Declaration of AI Use: A new requirement to cite how (or if) Artificial Intelligence was used to help formulate the lesson plan.
4. Key Policy Shifts
• Repeal of Old Orders: This policy officially replaces DepEd Order 42, s. 2016. DLPs and DLLs are no longer the standard.
• Collaborative Planning: Teachers are encouraged to co-create plans (e.g., during LAC sessions) rather than working in isolation.
• Supportive Leadership: School heads are now expected to use lesson plans as tools for coaching and developmental feedback, rather than just for compliance monitoring.
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