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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format


DLP No.: Learning Area: Practical Grade Level: XI Quarter: Duration: 1
01 Research 1 3rd hour
Learning The learner shares research experience and knowledge Code: CS-RS11-IIIa-1
Competency/ies:
(Taken from the Curriculum
Guide)
Key Concepts / Importance of research in daily life
Understandings to be
Developed Use appropriate kinds of research in making decisions

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives


2015) The learners will be able to do
Knowledge Categories: Behavioral Verbs: the following:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve relevant recognize, duplicate, list,
knowing something knowledge from long-term memory memorize, repeat,
with familiarity describe, reproduce
gained through Understanding interpret, exemplify,
experience or The learner can construct meaning from oral, written classify, summarize, Discuss individual experience
association and graphic messages infer, compare, explain,
paraphrase, discuss

Skills Applying execute, implement,


The ability and The learner can use information to undertake a demonstrate, dramatize,
capacity acquired procedure in familiar situations or in a new way interpret, solve, use, illustrate,
through deliberate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and compare, contrast, organize,
smoothly and determine how they relate to one another, and to outline, attribute, deconstruct
adaptively carryout the overall structure and purpose
complex activities Evaluating coordinate, measure, detect,
or the ability, The learner can make judgments and justify defend, judge, argue, debate,
coming from one's decisions describe, critique, appraise,
knowledge, evaluate
practice, aptitude, Creating generate, hypothesize, plan, Formulate a mnemonic which best
etc., to do The learner can put elements together to form a design, develop, produce,
something represents the different
functional whole, create a new product or point of construct, formulate, assemble,
devise experiences and new knowledge
view
of the group members.

Attitud Categories: List of Attitudes:


e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Wellness, Respect, Honesty,
in locate, name, point to, reply, select, sit, Study, use Personal discipline,
feelings Perseverance, Sincerity,
2. Responding to Phenomena - Active participation on the part of the learners. Patience, Critical thinking, Assist the
or
emotiona Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Open-mindedness, Interest, group
compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, members in
l areas.
(motivation). Charity, Fortitude, Resiliency,
A settled formulating
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Positive vision, Acceptance,
label, perform, practice, present, read, recite, report, select, tell, write Determined, Independent , the mnemonic
thinking
or feeling Gratitude, Tolerant, Cautious, or prompt
about Decisive, Self-Control, which
someone Calmness, Responsibility, promotes
or Accountability,
Industriousness, Industry, optimism and
somethin
g, Cooperation, Optimism, or
Satisfaction, Persistent, responsibility
typically 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Cheerful, Reliable, Gentle,
one that simple acceptance to the more complex state of commitment. Valuing is based on the Appreciation of one’s culture,
is internalization of a set of specified values, while clues to these values are expressed Globalism, Compassion, Work
reflected in the learner's overt behavior and are often identifiable. Ethics, Creativity,
in a Entrepreneurial Spirit,
person’s Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Financial Literacy, Global,
behavior follow, form, initiate, invite, join, justify, propose, read, report, select, share, Solidarity, Making a stand for
study the good, Voluntariness of
4. Organization - Organizes values into priorities by contrasting different values, human act, Appreciation of
resolving conflicts between them, and creating a unique value system. The emphasis one’s rights, Inclusiveness,
is on comparing, relating, and synthesizing values. Thoughtful, Seriousness,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Generous, Happiness, Modest,
defend, explain, formulate, generalize, identify, integrate, modify, order, Authority, Hardworking,
organize, prepare, relate, synthesize Realistic, Flexible,
5. Internalizing values - (Characterization): Has a value system that controls their Considerate,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Sympathetic, Frankness
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify,
perform, practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Love of God, Faith, Trusting,
principles identify, locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love
or 2. Responding to Phenomena - Active participation on the part of the of truth, Kindness, Humble
standard learners. Attends and reacts to a particular phenomenon. Learning outcomes
s of may emphasize compliance in responding, willingness to respond, or satisfaction
behavior; in responding (motivation).
2. Maka-tao Perform the
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss,
judgment Concern for Others, Respect for
greet, help, label, perform, practice, present, read, recite, report, creative
of what human rights, Gender equality,
select, tell, write presentation using
is Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
important ranges from simple acceptance to the more complex state of commitment.
Helping, Oneness the chosen
in life. Valuing is based on the internalization of a set of specified values, while clues to mnemonic with
these values are expressed in the learner's overt behavior and are often unity or oneness
Go identifiable. 3. Makakalikasan
beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, Care of the environment,
learner’s Disaster Risk Management,
explain, follow, form, initiate, invite, join, justify, propose, read,
life on Protection of the Environment,
report, select, share, study
earth, Responsible Consumerism,
4. Organization - Organizes values into priorities by contrasting different
include Cleanliness, Orderliness,
values, resolving conflicts between them, and creating a unique value system.
more Saving the ecosystem,
The emphasis is on comparing, relating, and synthesizing values.
than Environmental sustainability
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare,
complete, defend, explain, formulate, generalize, identify, integrate, 4. Makabansa
and Peace and order, Heroism and
fame, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls Appreciation of Heroes,
and National Unity, Civic
would their behavior. The behavior is pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional objectives are concerned Consciousness, Social
affect the responsibility, Harmony,
eternal with the student's general patterns of adjustment (personal, social, emotional).
Patriotism,
destiny Behavioral Verbs: act, discriminate, display, influence, listen, modify, Productivity
of perform, practice, propose, qualify, question, revise, serve, solve,
millions verify
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to give the Teacher reviews the previous activities and
learners zest for the incoming lesson and an idea about what it to follow. One principle in
presents the objective of the lessons to the class.
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
Teacher presents the famous quote of Wernher
(5 minutes) von Braun which states “Research is what I’m
doing when I don’t know what I’m doing.”
Then, the teacher asks relevant questions about
quote (Please see appendix 1).
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Group Presentation
experience. It serves as a springboard for new learning. It illustrates the principle that 1. The teacher divides the learners into several
learning starts where the learners are. Carefully structured activities such as individual or
groups with maximum of five to six members.
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like 2. Group members share their research
may be created. Clear instructions should be considered in this part of the lesson. experiences using the guide questions;
2.1 What are the difficulties you experienced in
(15 minutes)
conducting research
2.2 What was your unforgettable moment
during research writing? Why?
2.3 How did research help you in acquiring new
knowledge?
3. Summarize the different experiences by
formulating a mnemonic and present it to the
class in a creative manner.

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the The teacher calls two (2) or three students to
teacher in clarifying key understandings about the topic at hand. Critical points are organized analyze an experience presented by the other
to structure the discussions allowing the learners to maximize interactions and sharing of
ideas and opinions about expected issues. Affective questions are included to elicit the learners using below guide question:
feelings of the learners about the activity or the topic. The last questions or points taken
should lead the learners to understand the new concepts or skills that are to be presented in 4.3.1 What were the contributing factors of each
the next part of the lesson.
researcher experience? Mention one experience
and explain

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that Teacher processes the answers of the students as
should be enhanced, and the proper attitude that should be emphasized. This is organized as to how to handle difficulties and new knowledge in
a lecturette that summarizes the learning emphasized from the activity, analysis and new
conducting research
inputs in this part of the lesson.
(Please refer to appendix 6- optional).

4.5 Application (____ minutes). This part is structured to ensure the commitment of the The teacher gives directions to students to choose
learners to do something to apply their new learning in their own environment. one mnemonic and relate the same to learner’s
individual experience.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b) Remediate and/or enrich with appropriate strategies as
needed, and c) Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any
from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Creative Group Presentation
(Formal and informal observations of Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science The learners are graded based on rubric
Experiment
(Please see appendix 2).

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,


Picture Analysis, Comic Strip, Panel Discussion,
Conferencing
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners
about their learning to gain insights on their
understanding and to progress and clarify
their thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept


Maps/Graphic Organizer, Project, Model, Artwork,
Products
Multi-media Presentation, Product made in
(Teachers judge the quality of products
technical-vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Using individual activity notebook, write
you’re the answers of the following
questions:

1. Give one importance of research to daily


life.
2. Provide a concrete example of how
research helps you in your daily lives.

4.8 Concluding Activity (____ minutes). The teacher ends the session by allowing
This is usually a brief but affective closing activity such as a strong quotation, a short song, an the students to read the school of thought
anecdote, parable or a letter that inspires the learners to do something to practice their new
learning. by Neil Armstrong which states “Research
is creating new knowledge.”

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or
lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80% in the
evaluation.

B. No. of learners who


require additional
activities for
remediation.

C. Did the remedial


lessons work? No. of
learners who have
caught up with the
lesson.

D. No. of learners
who continue to
require remediation.

E. Which of my learning
strategies worked well?
Why did these work?

F. What difficulties did I


encounter which my
principal or supervisor
can help me solve?

G. What
innovation or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:
Name: Jean S. Dabasol School: Roberto E. Sato Memorial National High School
Position/Designation: Teacher II Division: Carcar City Division
Contact Number: 09427311247 Email address: renzmarc@yahoo.com.ph

Bibliography:

Ramos, Ariel, 2014. Research Workbook. Unpublished Work text. Cebu Technological University-Argao Campus

Lloyd, Sam, January 25, 2013. Research Quotes: 12 Research Quotes that Will Inspire You.
https://www.qualtrics.com/blog/research-quotes/
Retrieved August 8, 2016

Deirdre Schwiesow, January 1, 2010. 7 Research Challenges (And how to overcome them)
https://www.waldenu.edu/about/newsroom/publications/articles/2010/01-research-challenges
Retrieved August 8, 2016

Appendices:

1. Activity Sheet
Guidelines of the Group Activity
1. The teacher divides the learners into several groups with maximum of five to six members.
2. Group members share their research experiences using the guide questions;
2.1 What are the difficulties you experienced in conducting research
2.2 What was your unforgettable moment during research writing? Why?
2.3 How did research help you in acquiring new knowledge?
3. Summarize the different experiences by formulating a mnemonic and present it to the class in a creative manner.

Example of Mnemonic

H-ardworking
A-nalytic
R- esourceful
D- iligent
2. Formative Assessment …

Oral Presentation Rubric

Group name: _______________________ Evaluator: __________________________

Criteria Excellent Good Satisfactory Needs Score


Improvement
Correspondi 3.26-4.00 2.51-3.25 1.76 – 2.5 1 – 1.75
ng Points
Delivery Students maintain Students maintain Students Students present
of words eye contact with eye contact most of occasionally use information with no
audience and the time, pronounce eye contact, eye contact,
clear, correct, most words mispronounce incorrectly
precise correctly, and unfamiliar terms, pronounces terms,
pronunciation of demonstrate control somewhat fluid in mumbles or speaks
terms is evident. of grammar and presentation, and quietly, commits
Students are very usage. contain some frequent
enthusiastic and errors in grammatical errors
fluid and grammar and and body language
demonstrate usage. is too distracting.
mastery of
grammar and
usage.

Creativity The presentation The presentation The Discussion and


is highly engaging is engaging to the presentation of presentation of the
and demonstrates audience and the entire entire selection is
a high degree of demonstrates a fair program rarely engaging.
creativity and degree of creativity demonstrates There is little
originality, and is and originality. limited, creativity and
exactly tuned to The students occasional originality in the
the audience. use 1 prop that creativity and presentation.
The students shows considerable originality. It is The students
use several props work/creativity and somewhat use no props OR
(could include which make the engaging but not the props chosen
costume) that presentation better. always detract from the
show considerable appropriate to presentation.
work/creativity the selection.
and which make The students
the presentation use 1 prop which
better. makes the
presentation
better.

Relevance Students show Students show Some students Students give


of the evidence of evidence of show evidence of inaccurate
content to understanding the understanding the understanding interpretation of
the lesson theme, complete theme, complete the theme and the theme and
with the proper with the proper and the elements of elements of
and clear clear presentation of speech. The speech.
presentation of the concept content is No evidence of
the concept program. The presented appreciation of the
program. content is inaccurately. program concept.
Application of the demonstrated
concept is clearly properly.
evident.

3. Answer Key (N/A)


4. Handouts (N/A)
5. PowerPoint Presentation (N/A)
6. Others

Note: Below adopted resources can be used in abstraction. The teacher shall only choose the relevant tips depending
on the experience of the students. These suggested tips may not be applicable to all situations.

Research Challenges and How to Overcome Them

1. Challenge: Choosing the Right Topic


Your research topic is the foundation on which everything else rests, so it’s crucial to choose carefully.
“You can’t do anything else until you figure out the basic focus of your topic,” says Dr. Susann V. Getsch ’08. These are
the recommendations for choosing an effective research topic.

Develop a doable topic.


Determine what resources you have available—time, money, people—and choose a topic that you can do justice.

Read everything you can on the topic.


The topic was outside her required class reading, but ultimately provided Getsch’s theoretical framework.

Find a theoretical basis to support your topic.


The key is having an overarching theoretical context for your results.

Make sure the topic will hold your interest.


You’ll be spending at least a year on a research or any large research project, so it has to be compelling enough
that you’ll go the distance.

2. Challenge: Choosing the Right Methodology


Once you’ve chosen a topic, you’ll need a methodology—a procedure for conducting your research—in order to move
forward.

Let your answers guide you.


Determine what kind of design and methodology can best answer your research questions. If your questions
include words such as “explore,” “understand,” and “generate,” it’s an indication that your study is qualitative.
Whereas words such as “compare,” “relate,” or “correlate” indicate a quantitative study. The design comes out of
the study, rather than being imposed on the study.

Hone your study design.


Once you become clear whether you’re going in a quantitative or qualitative direction, you can begin to look in
more detail at the methodology. This will be determined by figuring out “from whom you’re going to collect data,
how you’re going to collect the data, and how you’re going to analyze it once you collect it,” says Crawford.

Be crystal clear.
For a qualitative study, you might use focus groups and interviews, for example, to collect data, whereas a
quantitative study may use test scores or survey results. Either way, the methodology should be so clear that any
other trained researcher should be able to pick it up and do it exactly the same way.

Be honest about your abilities.


Determine if you can develop the skills or bring together a research team.

Take your time with the planning process.


It’s worth consulting other researchers, doing a pilot study to test it, before you go out spending the time, money,
and energy to do the big study.

3. Challenge: Staying Motivated and Working Your Plan

Suggested strategies for maintaining an upbeat, confident attitude and staying the course with any large-scale
research project:

Follow your passion and your purpose.


“The first component of motivation is working on something you’re passionate about, that you believe in,” Walker
explains. “It’s cyclical—if you’re passionate about what you’re researching, the research will increase your passion
to complete your research.” Passion, she says, comes from the belief that your work will have some kind of social
impact, that an injustice in the world could be improved “even just 10 percent.”

Monitor your attitude.


“When there’s so much to do, attitude does make a difference,” Walker says. “There can be no doubt in your mind
that you can do this. You must believe that you can make it through this process.” To stay positive, she suggests
thinking of the mind like a garden: “We have to pluck out the negative thoughts like weeds and constantly plant
positive thoughts.”

Reward yourself.
“Make rewards part of your work plan, and then give yourself those rewards,” Walker says. “It could be going to
the movies, going out to lunch, spending time with your family—whatever it is, make it something meaningful to
you.”

Ask for help. Walker credits her family—especially her husband—with helping her handle all her commitments.
“If you share your goals with those individuals you care about, they will get to buy in and help you achieve those
goals,” she says. “But only share your greatest dreams and goals with people who are going to be positive and
supportive.”

4. Challenge: Dealing With Your Data


When you’ve completed your study, the final challenge is knowing how to make sense of the data you’ve collected.

Ground yourself in the research.


Grounded in a “huge survey of the literature,” he had the parameters to organize his research. data should be
presented in a way that demonstrates how your research adds to the body of knowledge.

Get back to your methodology.


Compared methodologies in class—that was very helpful

Listen to the data.


“When you have that kind of qualitative data, and you’re looking at it cold, the biggest challenge is not to look at it
with any preconceived ideas—you literally have to step back and wait for the data to come alive and start
speaking,” Paige says.

Take advantage of technology.


“The key thing in qualitative research is looking for patterns, and that’s where having a software program.

Stay focused.
“Keep a really close eye” on your research questions and your hypothesis, “because sometimes the data you
collect will take you away from that.”
Account for biases.
In a quantitative study, the researcher needs to address the biases of the individuals completing the survey before
the results can be generalized to a larger population. Whereas qualitative work requires researchers to discuss
“how their bias or interpretation may have played into their conclusions.”

Let the data drive your presentation.


“The data should drive how you present what you’re doing. It’s your job to organize it around the research
questions.”

Draw on the details.


A good quote or a good point pulled from a quantitative survey—that information can always give us a greater
sense of what actually occurred.

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