Daily Lesson Log (DLL)

     Teachers with at least one year of teaching experience, including teachers with private school and higher education institution teaching experience are not obliged to prepare a Detailed Lesson Plan (DLP). Teachers who have been in the service for at least one year, teaching subjects with available LMs and TGs provided by the Department shall also not be required to prepare a DLP.  

     The DLL is composed of the following parts:

I. Objectives

This part of the DLL includes objectives related to content knowledge and competencies.

The lesson objectives describe the behavior or performance teachers want learners to exhibit in order to consider them competent. The objectives state what the teacher intends to teach and serve as a guide for instruction and assessment.

The content standards refer to the learning area-based facts, concepts, and procedures that students need to learn, while the competencies pertain to the knowledge, skills, and attitudes that students need to demonstrate in a lesson. The competency codes indicated in the curriculum guide are also logged in this part of the DLL.

II. Content

The topic or subject matter pertains to the particular content that the lesson focuses on.

III. Learning Resources

This part of the DLL asks teachers to log the references and other learning resources that the teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook, and the additional materialsfrom the LRMDS portal. The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references. This part of the DLL can also include the supplies, equipment, tools and other non-print materials needed for activities before, during, and after the lesson.

IV. Procedures

This part of the DLL contains ten (10) parts including:

a) Reviewing previous lesson/s or presenting the 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 will motivate the learner to learn the new lesson. 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 shows instances of the content and

competencies. This is also where the concepts are clarified;

d) Discussing new concepts leads to the first formative assessment. Teachers shall prepare good questions for this part. The teacher will listen to the answers of learners to gauge if they understood the lesson. If not, then they re-teach. If the learners have understood the lesson, the teacher shall proceed to deepening the lesson;

e) Continuation of the discussion of new concepts leading to the second formative assessment that deepens the lesson and shows learners new ways of applying learning. The teacher can use pair, group, and team work to help learners discuss the lesson among themselves. The learners can present their work to the class and this serves as the teacher’s way of assessing if the concepts are solidifying and if their skills are developing;

f) Developing mastery, which leads to the third formative assessment, can be done through more individual work activities such as writing, creative ways of representing learning, dramatizing, etc. The teacher shall ask learners to demonstrate their learning through assessable activities such as quizzes, worksheets, seat work, and games. When the students demonstrate learning, then 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 which can develop appreciation and valuing 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 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 is a way of assessing the learners and whether the learning objectives have been met. Evaluation should tap into the three types of objectives; and

j) 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 those learners demonstrating that they have difficulties with the lesson.

Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go through all ten (10) parts in every lesson. Teachers need to ensure that the procedures of the lesson lead to the achievement of the stated objectives. The formative assessment methods to be used by the teacher should determine if the objectives of the lesson are being met. These ten parts should be done across the week.

V. Remarks

This is a part of the DLL in which teachers shall indicate 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.

VI. 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.

Reference: Deped  Order No. 42 s. 2016.  Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

Detailed Lesson Plan (DLP)

       Newly-hired teachers without professional teaching experience are required to make a daily Detailed Lesson Plan (DLP). This kind of lesson plan is also required for applicant teachers as well as teachers in the service including Master Teachers who will conduct demonstration teaching.

     The DLP format contains the following parts:

       I.            Objectives

These are statements that indicate the expected learning outcomes of the learners at the end of the lesson. They specify what students need to learn and thereby guide learners in carrying out the lesson’s activities. They also direct the teacher in selecting the appropriate learning resources and methods to use in teaching. The lesson plan objectives should also be the bases for assessing student learning before, during, and after the lesson.

    II.            Content

This relates to the subject matter or the specific content that the lesson aims to teach. A particular topic can be tackled in a week or two based on the curriculum guide.

 III.            Learning Resources

This is a list of resources that a teacher uses to deliver the lesson. These include the references used and the other resources needed for the different lesson activities. As stated above, the references a teacher may use include the TG, LM, textbook, and resources found in the LRMDS portal used for the lesson.

 IV.            Procedures

These describe the steps and activities the teachers and learners will do during the lesson towards achievement of the lesson’s objectives. These indicate the learning experiences that learners will go through in understanding and mastering the lesson’s content. Teachers may utilize procedures that are generally recognized and accepted in their field of specialization.

Flexibility is encouraged in the implementation of the DLP procedure. Changes in the procedure are allowed based on time constraints or when adjustments in teaching are needed to ensure learners’ understanding.

Integrated into a DLP are assessment methods used by the teacher to regularly check understanding of the material being tackled. Formative assessment of student learning may be done before, during, and after a lesson and should be carried out to measure attainment of the lesson objectives.

Providing assignment or “homework” is a form of post-lesson formative assessment. The assignment should be related to the day’s lesson. The assignment should allow learners to master what was learned during the lesson or reinforce what has been taught. Teachers must check assignments promptly. The giving of assignments is optional

    V.            Remarks

This is the part of the DLP in which teachers shall document specific instances that result in continuation of lessons to the following day in case of reteaching, insufficient time, transfer of lessons to the following day as a result of class suspension, etc.

 VI.            Reflection.

This part of the DLP should be filled-out right after delivery of the lesson. Teachers are encouraged to think about their lessons particularly the parts that went well and the parts that were weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings about their lessons including things about the lesson that were successfully implemented, need improvement, or could be adjusted in the future. As in the DLL, teachers can also talk about their learners who did well in the lesson and those who need help.



Reference: Deped  Order No. 42 s. 2016.  Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

LESSON PLANS for the K to 12 Basic Education Program

     Lesson planning is an important aspect in providing meaningful teaching and learning process for the learners. Thus, it is important for the teachers to be competent in organizing and managing their classes and lessons effectively and efficiently in order to attain the learning competent and standards required by the curriculum.

     Under the K to 12 Basic Education Program, teachers are perceived as facilitators of learning. They are encouraged to prepare lesson plans that do not just focus on what to learn rather on how to learn. They are expected to take into account learner diversity and to utilize various teaching and assessment strategies. Moreover, one feature in lesson planning in the K to 12 basic education program is the opportunity for the teacher for reflection in order to carry out quality instruction for the learners on a daily basis.

     Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997 through Board Resolution No. 435 by the Board of Professional Teachers states that “every teacher shall uphold the highest standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times in the practice of his profession.” Hence, teachers are expected to uphold quality education standards by affirming the importance of instructional planning through Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) preparation.

1. Detailed Lesson Plan (DLP)

     Newly-hired teachers without professional teaching experience are required to make a daily Detailed Lesson Plan (DLP). This kind of lesson plan is also required for applicant teachers as well as teachers in the service including Master Teachers who will conduct demonstration teaching.

2. Daily Lesson Log (DLL)

     Teachers with at least one year of teaching experience, including teachers with private school and higher education institution teaching experience are not obliged to prepare a Detailed Lesson Plan (DLP). Teachers who have been in the service for at least one year, teaching subjects with available LMs and TGs provided by the Department shall also not be required to prepare a DLP.  

   The parts of Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL) will be expounded on the next posts.

Reference: Deped  Order No. 42 s. 2016.  Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

Learner Information System (LIS)

    In this age of information and digital technology, everything nowadays can be easily done using the computer and the internet. Thus, it is important for the Department of Education to keep up with the trends and advancements of the present times. It is important for the Department to embrace these changes as these can help in providing better service to the learners and making teachers do their job as efficiently as possible.

    Before, every record of the learners is on paper. The data of the learners are compiled and kept in paper files. It was tedious to track and excavate records given the number of learners that are consistently increasing every school year. Most of the time, these are also prone to damage caused by environmental factors.

    To address this concern, the Department of Education introduced the LIS or the Learner Information System. The LIS or the Learner Information System is a system for keeping the registry of learners intended to provide a standardized registration system for learners. It aims to enhance management of learner records. It also aims to track learner progress and performance. This can also provide learner information for better program planning and supervision of schools and learning centers.

    Together with the LIS was the introduction of the LRN or the Learner Reference Number. The LRN is a unique and permanent 12-digit number given to every learner who enrolls the Philippines basic education program. This is intended to reference a “Registry of Learners” which functions as a centralized and authoritative database of learners’ basic information.  The LRN provides access to learner profiles in the registry and even performance data as he or she completes the program, whether it be in the formal or non-formal mode of learning. Moreover, an LRN is issued to a learner when he or she registers in the basic education program either at the start of the program (i.e., kindergarten level) or when the learner transfers from a school and has not yet been issued an LRN.

    In general, class advisers are responsible in updating learners’ data in the LIS. They can create their own account as advisers with the approval of the school head and school LIS coordinator. They can enroll, transfer, promote, and edit learner’s information in the LIS. The school LIS coordinators assigned in each school aid and address some concerns relating to LIS and relay these to the planning department of each division

    For more information of the LIS, visit the Department of Education website at http://lis.deped.gov.ph

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BRIGADA ESKWELA 2017

    

    School opening is just around the corner and to prepare schools for another school year, the Department of Education launches its annual Brigada Eskwela Campaign. With the theme, “Isang DepEd, Isang Pamayanan, Isang Bayanihan Para sa Handa at Ligtas na Paaralan,” this year’s Brigada Eskwela was met with heightened participation of our community and stakeholders.
    Actually, I didn't have a lot of things to clean up in my room. I only have two wooden cabinets and a steel cabinet enough to store all my things. However, what I love about Brigada Eskwela is the chance to ask my former pupils to visit the school to help. Though they may not have that a lot of things to do, the fact that I would get the chance to see them and chitchat with them is already a teacher's pleasure.
     I was glad that my batch SY 2014-2015 came and they were quite a lot. They actually didn't do anything and we just spent the rest of the afternoon talking about their lives being in high school. 
I even treated them to the nearby 7-Eleven just to continue our chatting. 
      After that day, I was actually all set for the opening of classes. But that night, to my surprise, the principal texted me that I need to vacate my room because of the increase in our junior high school enrolment. I was totally in a denial at that time. I thought it was just a hasty decision and perhaps it might be resolved with other means. But she was serious about it and as an obedient teacher, I have nothing to do but to comply.
      I tried messaging my former pupils once again and to my surprise, they were willing to help me again. I was moved to a small room previously occupied by Grade 1 learners. The walls and the ceilings were not painted yet, the floors not waxed, not to mention the things I need to move from my old room, and I didn't know if I still would have the time before the opening of classes. 
    To make it short, with the help of my beloved pupils, I was able to pull it off. I was touched by their mere gesture of helping me even in short notice. We painted the walls, the ceilings and even posted some decorations and bulletin boards. I was very thankful for them and perhaps I questioned myself if I am worthy of their goodness. I realized that they may not be the richest kids out there, or they may have not donated me materials things for my classroom, but their time and effort mean a lot to me.