LESSON 1: THE PROJECT MANAGEMENT

You have learned community development and organizing from the previous modules, and how
these helped in the empowerment of one community. In this module, we are going to focus on
how to create and plan for a program/ project and learn how to execute this plan to put
community development into practice.
At the end of this module, you are expected to:
1. Define Project Management
2. Distinguish the different stages and processes of project management
3. Recognize and evaluate the significance of project management in community
development.
4. Devise and apply an effective and efficient project plan for the community

I. Project management: An overview

Before we can understand what project management is, let us first differentiate a
program from a project.
A sequenced group of plans and activities combined to meet a certain goal/
objectives, designed to give a specific product or service is known as a program. It is usually
an ongoing task, consists of interrelated and interdependent projects.
Based on the glossary of R. Max Wideman, it is a portfolio of projects selected and
planned in a coordinated way so as to achieve a set of defined objectives, giving effect to
various (and often overlapping) initiatives and/or implementing a strategy.
Project, in BusinessDictionary.com, is a planned set of interrelated tasks to be
executed over a fixed period and within certain cost and other limitations. Hence, it is a
temporary execution of a plan, which is regulated by a simple management system, that is
deliberated to come up a specific product or service, which is usually controlled or limited by a
definite schedule, set of task, budget and goal. Although a project may be temporary, it is a
progressive work, as such it is developmental.

Figure 1. Program-Project Chart. This simple diagram shows one of the programs of
CWTS wherein it has small, individual, yet interrelated projects below the said program.

CHAPTER 6: PROJECT MANAGEMENT AND DEVELOPMENT | Page 1

Whereas management is defined as the act and processes that leads to the completion
of the desired goal/project/program. It involves a definite set of principles, goals, tools and
skills, in other words all resources, to get things done by a group. It is the planning,
organizing, directing, and controlling of all available resources. Based on Merriam-Webster,
it is the act or art of managing or the conducting or supervising of something.
All of the processes associated with defining, planning, and executing the project are
considered part of project management.
(http://www.cio.ca.gov/Government/IT_Policy/pdf/ PM1.3_Overview_What_is_a_Project.pdf)

In this module, we would define project management as undertaking the task to

effectively plan, organize, direct and use resources to achieve a certain goal on a limited
timeframe.
Michael F. Hanford, the Chief
Methodologist,SUMMIT
Ascendant
Methodologies, defines that project
management is concerned with the
dynamic allocation, utilization, and
direction of resources (both human
and technical) with time -- in relation
to both individual efforts and product
delivery schedule -- and with costs,
relating to both the acquisition and
consumption of funding.

Different resources are involved in project

management:
human resources,
financial resources,
technological resources, and
natural (innate to the area) resources.

In any management a head individual is assign to

supervise the business. In a program, this person is a
program manager. (S)he has the responsibility to
oversee the development and operation of a program. The
program manager may be involved with one or more
projects within a program. Whereas, the project manager
heads a specific project and will be responsible in
managing all the project phases, allocate task and budget.
The project manager also ensures that the goals, schedule
and project specification as met, and would constantly
report to the program manager of the progress of the
project.
Image from http://www.emerald-graphics.com

Proper supervision of these

resources will lead to a successful
project.

Image from http://www.project-management-software.biz

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To further illustrate the distinction of the program and project managers and to give
you an overview of the similarities and differences of the terms program and project, a
table (Fundamentals of Project Management, 2007) is shown below.

P r o g r a m M a n a g er

Project Manager

Multi-level ma nage ment

Single unit management

Defines the vision, long term goals, and

dyna mics of the progra ms

For ms goa ls and objective s that is

interrelated and w ithin the v ision of the

Assures and provide s funds and oth er basic

program
Allocates resources and budgets within the

resources
Assig ns preliminary task, budgets and

specific s of the proje ct

schedules
Set co mmon process, pro cedures, guid elines

Share the guide lines to the me mbers

and tools that will be employed

Provides a system for quality assurance

Assures the quality control

Assig ns heads for each projects that is

enco mpassed b y the progra m

Assigns specific responsibility to the

me mbers and chart detailed time tab le

Monitor the schedu les and budg ets

Keep an eye on the progress of the project

and ma kes daily/time ly report to the
program manager

Provides over-all pla nning

Plans th e project in great details

Make sure that every thing is coordinated

and synchronized within the progra m

Execute s the project and regularly e nsures

that dyna mic s of the progra m is met and
effectively optimize the resources and deal
with project risk

A program manager, or supervisor, in the NSTP Program is the person whom

you recognize as your NSTP facilitator, while your team leader within your group is the
project manager. The facilitator heads the overall program and communicates with the
project manager so that (s)he can be updated with the current situation of each project.
Team Leaders discusses and delegate task to the members, consults changes with the
facilitator and gives timely report to monitor progress of the project.

Image from C-SCI-10 AY 2010-2011

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II. Project Management Phases

A. Assessment
Where to start?
You can start by asking the right questions and
identifying the problem correctly. You can do this through
assessment, data collection or profiling.
Here are some of the key points you have to consider:
a. Check the general state of the community.

This is where you gather data regarding the general area description
and demographic profile of the community.

You can even identify and describe the condition of the community based on
their economic, education, environmental, health, political and social situation.
b. Assess your group.

Who will be involved in the project?

When do you plan to execute the project?
How long will the project run?

What resources does your group currently have?

What community resources can be utilized?

Assessment is the act of determining the importance, value and goal of the
project. You are to appraise or establish the state of the community, the group and the
purpose of the project. In this phase, you are going to create a profile of the
community and identify target and goals of the project. As well as know the
goals/objectives of the current program.
Creating a profile is similar to the task where you would create a profile in
online social network such as Twitter or Facebook. It is a set of data that helps identify
the characteristics and features of a community. It also attempts to describe the
community, highlights area that needs to be developed, reveals possibilities, and
helps place a benchmark for your project. (Fundamentals of project management By James P.
Lew is )

Profiling your target beneficiaries would help to identify the issues to be

address and decide the goals needs to be set in a project.
This is also the phase wherein you would try to identify the problems or
national/community issues that need immediate attention. The forms like resumes,
Learners Profile or other survey forms can also be valuable tools on assessment.

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Forms of Profiling
There
are
several
forms
of
community/beneficiary
profiling,
(http://www.barnardos.org.uk/communityprofiling.pdf) but we will be focusing these
two forms of profiling:
1. Individual Action Research - usually done by community workers,
LGUs, NGOs or parish minister who is new to the area. It gives them an
orientation of what the community is, and what they can do for the
community.
This form of profiling is done if the SIMBAHAYAN-CDO/ NSTP
does not have a profile available for the community. You will be acting as the
community worker who will do a research for the community profile.
2. Focused Profile - it centers on what needs to be addressed and known
from the community. The information that is needed is already
predetermined.
In a focused profile, you dont need to gather the data of the
entire community. When the area has already been assessed of its need for
feeding project, you need to profile the target beneficiary of this project
namely the specific children between 2 to 6 years old in the local school
concentrating on their health and nutrition.

Tools and Methods that can be used for profiling:

1. Census Information This is available at the National Statistics Office
(NSO), where the office provides information and figures about the different
sectors in the country. The information you get will be helpful when you write
the profile or as a basis for your profile. You can visit this website for the
statistics: http://www.census.gov.ph/
2. Maps - Maps contain different information that will be helpful with your
profiling, such as the crops and livestock that can be found in that
community, there are several maps that are available commercially, in our
universitys library, or the barangay hall.
(You will see a sample map that depicts the topography of Bulacan on the next page or visit
http://www.bulacan.gov.ph/map/topography.for a larger view. see Figure 2:Physical Profile of
Bulacan)

3. Prior Research - some areas already have profiles provided by the

barangay or other organizations that have previously conducted projects in
the area. These researches will be helpful in further enhancing your own
profile. You can ask your facilitator or the SIMABAHAYAN-CDO office for
this.

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4. Surveys This form of profiling can be very important to get the point-of-view of
the target people. It would gauge the interest and easily pinpoint the needs that the
residents think should be addressed first. In having a survey, you will be able to know
if the project you will have is still needed, just a follow-up or should not be executed at
all.

Figure 2. Physical Profile of Bulacan. The map shows the geographical profile of the province

Survey, in Merriam-Webster, is defined as to query (someone) in order to collect data

for the analysis of some aspect of a group or area. A questionnaire/survey form can be
use to conduct a face-to-face interview to the residents to better understand their
community.
In general, based on http://otal.umd.edu/hci-rm/survey.html, the steps in
designing and conducting a survey can be listed as follows [Trochim, 2000]:

Set the goals - What do you want to capture or know?

Decide on the target population and sample size - Who will you ask?
Determine the questions- What will you ask?
Pre-test the survey - Test the questions to a group

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Conduct the survey - Ask the question to the target group/community

Analyze the data collected Collate the data and produce the report

A community profile may vary depending on the program that you are under.
Some communities already have a profile which can be borrowed from the
SIMBAHAYAN-CDO or NSTP office.
For some communities which are still new, you will need to come up with an
informative profile. You can use what you have learned from the previous modules,
particularly the Chapter 3: National Concern and Chapter 5: Community
Development and Community Organizing, to come up with your own profile
questions. Profile questionnaires may vary, depending on your NSTP program or
your program cluster.
For the LTS students, you may assess your learners capabilities using the
Learners Profile form, while for CWTS different and individual forms may vary with
the communitys need or cluster profile.

B. Planning
Whats next?
After assessing the situation, we can start building on a possible solution.
Implementing a project is not a bara-bara process; without proper planning you are
bound for disaster instead of success.
"By failing to prepare, you are preparing to fail."
-- Benjamin Franklin

In every endeavor, you have to be prepared. Without preparation, you might

be caught unaware by the obstacles that you will encounter, and due to being
unprepared you will encounter a lot more problems. Just like what Benjamin
Franklin has said, by failing to be prepared, you are opening yourself to failure.
So how do you prepare? By setting and formulating a well laid plan for your
project.
What is a plan?
A plan is a detailed formulation of a program action (Merriam-Webster). These
are the steps, or set of task that your group intends to do. It is the structured diagram or
procedure that is arranged beforehand to help attain a specified goal. The keyword is
beforehand.
According to J. Lewis, author of Fundamentals of Project Management, Control
is exercised by comparing where you are to where you are supposed to be. This will
give you the control in your task and your goal. It works as your compass to point you
from where you are to where you are going. In other words, it will be your guideline as
you go along with your project.

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Imagine going to the community without a ready plan. This scenario might
happen: Your group is tasked to cook for the feeding program. But when you arrived at
the area, the team leader is running around looking for what is needed for the project,
one member is just sitting at the corner looking at the team, someone left one of the
most important tool for the task at home, while some of the members are running off
across the street to buy one of the ingredients.
Without a plan, the group is bound to
be out-of-control; the implementation is
bound to result to a catastrophe. A plan
keeps you focused and organized, it points
out who should be doing the task and when,
which things to do, and what things to be
ready with. In order to have an effective
project, the plan should also be well-thought
and discussed.

A goal without a plan is just

a wish.
Antoine de Saint-Exupry (writer,
The Little Prince)

But creating a plan should not be solely shouldered by the leader of the group.
The members who are involved in the project should also give their input and help plan
the project; otherwise, the members might be clueless on what they have to do and feel
no sense of commitment to the project. This usually ends up with the project leader
doing most of the task and the members being clueless in what is going to happen.
Make sure to allot time to meet with the group and brainstorm with the project,
as they say two heads or more is better than one. Your differences can make the
project more unique and successful. Insights from different individuals could also give
different perspective to the project; some may be able to point out flaws of a plan that
might arise during the implementation. The leader is tasked to guide discussions,
delegate task, and make certain that everything is still within the purpose of the
program.
In creating a plan, your group should be SMART. Use the SMART objectives as
a guideline to your goals in your project.
S - Specific
M Measurable
A Attainable
R - Realistic
T - Time-bound
You have to be specific with your goal; dont be vague or too wordy. Your group
should also be able to measure, or rate the target that you want to achieve. Be sure
that the plan is attainable we dont want to be set a very high expectation, or a
fictitious idea. When you are setting up a plan make sure that they is a leeway for
mistakes, and that it is amenable to changes. Be realistic. Your plan is practical, and it
is not just an idea but something that can be made possible. Being realistic, you have to
consider the resources at hand. And lastly the plan should be time-bound. Make sure
that the project can be completed with reasonable timeframe, especially since you have
only a semester or two to implement the said project.
Every plan should start with a goal in mind - these are the objectives of the
group. These are the things you want to get done in the task.

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What are these objectives?

An objective specifies a desired end result to be achieved.
These are the things that you intend
to do and accomplish in the program and project. Objectives will serve as your
guide map as you go about with your project, and it will also be your measuring
stick to know if you have achieve what your project intends to get done. These
are the measurements and lines in a blueprint, or the chords of a music piece.
(Fundamentals of Project Management by J.Lewis).

As it was stated above, your objective has to be SMART or else you might end
up with a crooked wall or noise instead of melody.
Here is an example of such objectives, point out which one followed the SMART
guideline better:
Sample 1:
Teach Math to the children of the community
Sample 2:
Illustrate how to add two to three digit numbers to the grade school children of
Maragondon within 2-3 weeks.
If your answer is Sample 2, then you have a grasp of what being SMART
means. The second objective is specific (what to teach, who should be taught and how
long). But you also have to remember that being SMART is not enough. As a
Thomasian, you also have to make sure that the Thomasian core values are integrated
with your objectives. Think of it this way, your objective should be affecting the following
aspects:
a. HEAD (cognitive) affects the thinking process of an individual
(Commitment)
b. HEART (affective) this affects the emotional and expressions of an
individual (Compassion)
c. HANDS (psychomotor) focuses on the physical and kinesthetic skills.
(Competence )
Can you point out from the examples below which core values is displayed or
considered in setting up these objectives?
Sample 1:
Explain and distinguish the different health benefits of the avocado plant to the
elders of Ariendo, Bongabon, Nueva Ecija.
Sample 2:
Recognize the value of team work in learning and playing soccer to the
participants at the community of Magallanes, Cavite.
Sample 3:
Build a 10 m x 20 m basketball court for the resident of Sapang Palay within
three weeks.
If you will notice some of the objectives stated before might not indicate a

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timeline, this is usually because each group of objectives usually start with these
statements:
At the end of this ______ (the activity/date/time), the ____
(target/beneficiaries) are expected to:
Take a look at the start of this chapter where the objective is stated, you will
notice similar statement, these goes as well to the textbooks you read, online courses
you take or even other modules. Any activities usually have an objective even if it is as
simple as just to have fun.
To help you further in setting up a goal for your project, you can refer to Blooms
Taxonomy.
Click here to view the table: Blooms Learning Objectives
In this tool, specific keywords are provided to describe and identify which would
be appropriate for the task you intend to accomplish. Bloom's Taxonomy provides an
approach to establish measurable goals and objectives.
Your plan should be in black and white so that you can easily track the progress
and information of your project/program.

A plan that is not written is just an idea.

- Dwain Siady
Later in this chapter, there are two plans which will be discussed separately
that you can make use, the Community Development Plan (CDP) usually used by
CWTS and Lesson Plan utilized by LTS.
Around September 2015, United Nations adopted the 2030 Agenda for
Sustainable Development, which includes a set of 17 Sustainable Development Goals
(SDGs). These are a new, universal set of goals, targets and indicators that UN member
states will be expected to use to frame their agendas and political policies over the next
15 years. (See Figure 3).
For this reason, SIMBAHAYAN and UST NSTP are now base their General
Community Development and Advocacy Road Map on the 17 SDG focusing on the
following:
1. Health and Wellness Development,
2. Equitable and Inclusive Education,
3. Leadership, Organizational Development and Good Governance,
4. Employability and Social Enterprise Development,
5. Socio-Pastoral Ministry and Evangelization,
6. Culture Heritage and Sports Development,
7. Environmental Sustainability and Action, and
8. Disaster Risk Reduction and Management.

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Figure 3. Sustainable Development Goals

C. Implementation
Carry out the possible solution.
Implementation is the step done to carry out and put into action the plan that the
group have prepared. In executing a plan, it would be best if the guidelines are set or
given to the group beforehand so that they will follow these as they complete the
activities. The authors of Emergency Sanitation: Assessment and Programmer Design
say it best: Implementation is transforming a planned programme into reality in the
field... implementation is simply a question of managing the various programme
components as efficiently and effectively as possible.
In NSTP, we adhere to a few policies which are discussed during the
orientations. These guidelines are as follows:
Guidelines for the Students during Community Development Project
1. If there is no faculty supervision; if there is no reply slip signed by parent/s
or guardian, there will be no fieldwork for the student; hence No slip, No
trip
2. Respect each others time. Do not be late. Avoid being the cause of
delay;

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3. Wear and bring modest working clothes. Wear our NSTP uniform
shirt;
4. Expect to hike and get soiled (dirty) and tired;
5. Be prepared and do not bank on the residents for your needs;
6. Avoid grand entrance and raise peoples expectations when entering
the community;
7. Do not look for the comforts of your own home;
8. Dont be pretentious. Never pretend that you know everything.
9. It is also wise to listen carefully to what indigenous or local leaders
could say about anything under discussion;
10. Be courteous and polite to the people of the community and be an
active listener.
11. Dont promise things that you cannot give, do or beyond the goals of
the program
(Some of the contents are taken from: All Student Leaders: Community
Development Forum, Orientation Materials; UST-OCD)

If you give me a fish, you have fed me for a day.

If you teach me to fish, then you have fed me until the river is
contaminated or the shoreline is seized for development.
But if you teach me to organize then water the challenges I can join together
with my peers and we will fashion our own solution
Ricardo Levins Morales, labor artist

You also have to keep in mind that the main purpose of your project is to
ensure that you empower the community with knowledge, attitude and skills that will
help them progress and enrich their lives. Community interaction is encouraged, it
should be a collaborative activity.
While you are carrying out your project, immerse yourself with the
community, adjust to them and dont look for luxury that you are often used to. Make
sure that when you are done with your project or program, they would be able to
manage it on their own and have a long-term use of what you impart to them even
after the group has already left the area.
We are there to give service, make sure that you do your best and act as
responsible Thomasians, the residents are not obliged to provide for your needs, so
be ready at all times.
And during the implementation, do not forget to document (take notes,
videos and pictures). Documentation is not for publicitys sake but to be able to
review what happened during the activity. So that you would also be able to see
what the community sees as you go along with the project. Because your group is
so busy with the activity, you might have missed out something at that time. Pictures
and videos can be used to review, pinpoint and see what can be done better or what
you did right and would like to share to other groups or students that will go to the
community as well.

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In taking documentation, just be mindful of several things:

1. Do not block someone elses view of the event.
2. Never be rude. Not everyone would like their picture taken, respect
their privacy if they asked you not to take pictures of them, honor it.
3. Do not, under any circumstances, put yourself or your group in
danger. Be observant.
4. Prioritize taking pictures of the implementers in action rather than
photo-ops.

D. Monitoring
Find out if the project is working
A very important task in project management is monitoring. It is the regular
observation done and checks how the project is progressing. In the words used by
CIVICUS: World Alliance for Citizen Participation: Monitoring is the systematic
collection and analysis of information as a project progresses.
In monitoring, you will be able to do the following with your project:
o
o

o
o

Analyze the situation in the community and its project;

Verify whether the resources use in the project are well utilized and
allocated
Isolate problems and make necessary adjustment in the plan
Make certain that all activities are done properly by the right people and in
time; and
Determine whether the way the project was planned is the most
appropriate, adequate, effective and efficient way of solving the
concern/issue of the community.

This is where your proposed plan will be helpful you can use it as a basis for
your monitoring. It will also aid you in making sure that your objectives and the
programs goal are achieved.
It is like looking down on a blue print from time to time to ensure that the
building is according to plan, an architect or engineer would adjust some
measurements, if the environment or resources are lacking. Your documentations will
be helpful as well during this phase.

E. Evaluation
Check if the project is suitable and proper
To carefully examine and determine the worth or merit of the project is a
process called evaluation. According to Webster-dictionary: Evaluation is derived
from the verb evaluate: form an idea of the amount or value of; assess. This is
applied to provide useful feedback that will be helpful for future projects.
A project evaluation is used to also identify whether a particular project should
be continued or cancelled. It will lead back to the objectives cited at the onset of the
project.

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Consider these things when evaluating your project:

1.
2.
3.
4.
5.
6.
7.
8.

Was it adequate for the goal of the program?

Were the objectives of the project met?
Is it the appropriate project for the community? For the program?
Was the execution effective?
Was the distribution of the resources efficient?
Is the effect of the program long-term?
Should the project be continued or cancelled?
Did you empower the community?

Each program has a different set of evaluation tool. Generally, you will be
asked to pass a portfolio at the end of each program where you can answer these
questions and evaluate your project.

Project Development and Management is an interrelated process of organizing,

implementing task, and evaluating projects. It is ongoing and progressive. It involves
different resources which your group has to utilize wisely and efficiently for a successful
and effective project outcome.
In developing a project, you should be able to identify the problems, needs or
concerns of the community in which you would like to be an instrument in resolving. From
the findings of your profiling or assessments, you will start formulating possible solutions
or response for the concerns pointed out.
These projects must be SMART. Everyone in the team must give inputs and share
in the planning of the project. Plans will be executed, monitored and evaluated to check
the effectiveness and efficiency of the project that was implemented, whether it could be
continued or it has to be changed or cancelled.
You must also remember that the NSTP program encourages you to develop and
manage projects that will enrichment the community and empower them to stand on their
own. We are there to help the community develop self-reliance, widen their knowledge,
increase their skills for competency, share and learn compassion.
Do you see an ongoing program/project by your LGU (local government
unit) in your area? Do you think proper project management was implemented?
Did you see their plan (usually they have tarpaulins showing the gist of the project)
Is it a SMART project plan? Did they make a survey before formulating the plan?
Do you see officials monitoring the project? What have you learned in Project
Development and Management that should help you analyze if the taxpayers
money are utilized correctly and wisely, or if the projects are effective?

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LESSON 2. ACHIEVEMENTS OF NSTP CWTS| LTS IN THE

PREVIOUS YEARS
The NSTP CWTS and LTS has been part of the
Office for Student Affairs for the past several years but due
to the community development nature of the two
components they were integrated as part of the Office for
Community Development (now known as the UST
SIMBAHAYAN-Community Development Office)
on
November 2008. With this integration, the activities of both
CWTS and LTS are now being held in the different partner
communities of the UST through the UST SIMBAHAYANCDO.

In Section 3 of Republic Act 9163, Civic Welfare Training Service (CWTS) refers
to programs or activities contributory to the general welfare and the betterment of life for
the members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety, recreation
and the morals of the citizenry.

On the other hand, the Literacy Training Service (LTS) is a program designed to
train students to become teachers of literacy and numeracy skills to school children, out of
school youth, and other segments of society in need of their service.
The Universitys NSTP CWTS and LTS came up with activities that will maximize
the capabilities of the students in different fields of community development, thus
exposing them to the different realities of life.

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I. Civic Welfare Training Service

The course provides the students with the principles necessary to effectively serve
a community. It deals with national issues and concerns, case studies of community
organizing, and concepts of people empowerment.

II. Literacy Training Service

The LTS program aims to provide opportunities to LTS students to apply in actual
situations the principles learned regarding the teaching-learning process in an
environment different from their own.

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HEALTH PROGRAMS
Health and Wellness Development: Health for All, especially the marginalized
and vulnerable communities and sectors. This usually involves students coming from the
College of Nursing, College of Rehabilitation Sciences and Faculty of Pharmacy.

EDUCATION PROGRAMS
To supplement, enhance and develop the knowledge of those in need of
education improvement promoting education among underprivileged. LTS students were
deployed in the different partner communities/institutions of the university and they were
given one to three learners which may be elementary pupils, high school students and
adult learners. And CWTS students give workshops and skills tutorials such as Music
workshop.

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PHYSICAL AND ENVIRONMENTAL PROGRAMS

Physical and Environment Cluster is involved in activities concerning the care
and beautification of the environment and construction and rehabilitation of physical
infrastructures in the community.

SOCIO-PASTORIAL PROGRAM
Spiritual Cluster is concerned
with activities dealing with social
development and values formation.
It emphasizes in the building of
basic ecclesiastical communities and
centers on Christs Love for All.

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DISASTER RISK REDUCTION MANAGEMENT SEMINAR

These programs promote awareness about prevention and mitigation of

disasters. It also encourages the communities preparedness and educates the group on
the swift and proper responses during emergency.

Remember!
For sure, there are a lot of people that you will meet out there who have different
personalities, traits and values. Always remember that there will always be lesser and
greater persons than you but a humble and loving heart will always tell you what to do.
So earn much love much love in your heart will always tell you what to do and show that
you are a committed, competent and compassionate Thomasians.

Now that you have known the different areas and possible areas that you are
going to visit, you have to start thinking of a project. To begin a project, a plan has to be
made by your group and there are two different plans that are used in NSTP depending
on your program component.
At this point, you will have to veer and read your respective lesson chapter
based on the component you have enrolled and taken.
For CWTS its Lesson 3.1: Community Development Planning (page 20);
For LTS its Lesson 3.2: Lesson Planning, (page 33)

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LESSON 3.1: COMMUNITY DEVELOPMENT PLANNING

Hi! Welcome to CWTS Community Development Planning topic. This is a very
important concept and skill that you need to know to be able to successfully implement
your Community Development and Community Organizing skills as discussed in the
previous chapter. While lesson plans are vital tools for teaching and learning, Community
Development Plan serves as an imperative guide for community developers and
organizers so that they could effectively carry out their projects and programs in their
communities.
In addition to that, this lesson prepares you, as a CWTS student to:
be acquainted with the terms and concepts on Community Development
Planning
give importance to Community Development Planning as your initial step to
community development
apply the approaches and guidelines in community development planning in
making a Community Development Plan
construct a Community Development Plan/Proposal based on the guide and
samples that are discussed here.
WHAT IS COMMUNITY DEVELOPMENT PLANNING?
Community Development Planning is a process which helps institutions and
private/public sectors to work together with the community to plan, develop, and deliver
enhanced services which make a real difference to peoples lives . It is about
organizations and communities working together to improve
services and quality of life.
2004)
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand.
(A Chinese Proverb)
To be involved, according to Merriam-Webster Dictionary is to take part or to
engage as a participant. Being a participant entails responsibility in most part of the
activities in community development and in community organizing.
Learning and understanding ones role in the community takes place when there
is an active involvement in the process of development.
In the previous chapter on Community Development, you have recognized the
significance of empowerment and participation in community development. You have
learned that community development is always people centered. Peoples welfare, their
capability and participation are considered when one undertakes community development
planning. Therefore, the heart of Community Development Planning is listening to, and
communicating with the people in the communities. It is also about involving them in
decisions and making them more responsive to the needs and aspirations of their
communities. This will require the partnership not only to seek the views of communities,
but also to secure their more active involvement as partners in Community Development

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Planning.
In addition to these concepts, Community Development Planning also aims to:

make sure people and communities are genuinely engaged in the decisions made
on community services which affect them; and

secure a commitment from communities and institutions to work together, not

apart, in providing better services for the common good.

IMPORTANCE OF COMMUNITY DEVELOPMENT PLANNING

"Suppose one of you wants to build a tower. Will he not first sit down and
estimate the cost to see if he has enough money to complete it? For if he lays
the foundation and is not able to finish it, everyone who sees it will ridicule
him, saying, "This fellow began to build and was not able to finish."
Luke 14:28-30.

Good planning is good stewardship. Success in any endeavor requires careful

preparation and planning. Without proper planning and preparation, failure is almost
guaranteed. Anyone who has ever undertaken a complex task already has learned the
importance of careful planning. Churches need to plan for their ministries and for the
facilitys needs which will serve these ministries. In sports we see many examples of the
need to plan. Often this involves a "game plan." A game plan is simply a series of steps
which the team must follow in order to accomplish its goal of winning the game. In fact,
most winning teams are able to win, because they plan to win. Losing teams are often the
team that had no game plan, or a poor plan at best. Failing to plan to win is the same as
planning to lose. Or put another way, "Failing to plan is planning to fail." (Robert
Foreman, Architect and Author: The Importance of Planning)
Therefore, good planning is important because it conserves resources, prevents
wasted effort, and saves time and money. Good planning prevents sm all problems from
becoming big problems.
A decision to plan is a community commitment to consciously head in a certain
direction. The path should lead to an increase in the public interest. According to Brian W.
Ohm, author of Guide to Community Planning in
Wisconsin the following types of benefits demonstrate how planning helps to increase
the public interest.
It helps define the future character of communities by creating and
maintaining a sense of place.
It protects natural and agricultural resources.
It provides predictability regarding future development. Good planning
provides community developers with information about where and what
type of development the community will allow. It also provides a standard
process by which development proposals are accepted or rejected.

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It saves money. Not only can planning prevent the expenditure of public
resources on unnecessary facilities, it can also help to organize new
growth in more financially efficient ways. It is less expensive for a local
community to provide public services to an orderly and phased pattern of
development than it is to provide those services to scattered low density
development.
It promotes economic development. Planning promotes economic
development by helping the communities keep existing livelihoods (like
farming, fishing or mining) and attract new ones. By planning a
community can attract businesses and help local entrepreneurs start
businesses by keeping data on the workforce, the age and type of
existing business, and the capacity of local services and infrastructure.
This information can help insure that economic growth matches the needs
and resources of the community.
It can promote sustainable development. "Sustainable development" has
been defined as development designed "to meet the needs of the present
without compromising the ability of future generations to meet their own
needs. (The World Commission on Environment and Development, The
Brundtland Commission, Our Common Future, Oxford University Press,
1987, p. 43) Planning is recognized as a critical action step towards more
sustainable development. Planning to promote sustainability can help
achieve more efficient use of land, decrease traffic congestion, conserve
important natural resources, engage citizens, and provide for economic
prosperity. By pursuing a sustainable pattern of development, planning
helps promote the public good.

Now that we know and understand the importance of community development planning,
our next question would be:

How do you get to start with community development planning?

Is there an approach that we could use in planning, and how do we know when to
use this approach?
How do you design an overall strategy geared to your own circumstances?

APPROACHES TO COMMUNITY DEVELOPMENT PLANNING

There are a number of different approaches to the planning process especially in
community development. They differ depending upon the issues the community seeks to
address. They also call for different levels of professional expertise and citizen
participation. The diagram below shows the different approaches that you may use when
planning.

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THE BLANK SLATE APPROACH

Planning as a Learning Process
One way of thinking about
planning is to think of it as a
learning process through which the
community learns as much as
possible about what is happening in
the
community
and
why.
Community members also discover
what might be done to influence
future changes. In this approach, a
primary goal is to collect as much
data and information as possible,
and to develop an understanding of
a
comprehensive
range
of
substantive issues and topics.
Collecting data and information,
and thinking about what that data
means, is in fact a good way of
deciding what the problems and
issues are that need to be address.
Figure 4. Different Approaches in CDP
THE PROBLEM-ORIENTED APPROACH
The model of planning on a "blank slate" is often held up as the ideal way
to approach planning. Nevertheless, in real life, communities rarely embark on the
preparation of a plan with an entirely blank-slate. Nor is it often the case that
people simply decide "out of the blue" to prepare a plan. Planning is hard work. It
takes time and energy, and costs money. As a result, when communities embark
on preparing a plan, they usually do so for a reason.
Often, planning is prompted by the recognition that a serious problem
exists that needs to be addressed as mentioned in Module 3, like poverty and
unemployment. Similarly, planning is often precipitated by a sense of crisis, and/or
by dissatisfaction with current conditions and/or trend, like to the eruption of the
Mayon Volcano in Albay, the government clearing up a squatters/slum for a
project leaving thousands of homeless families, or the issues regarding
Reproductive Health Bill. People may feel that development is out of control-- that
too much development is occurring too fast and too much farmland and open
space is being lost. Or the spark that prompts a community to feel that it needs a
plan may arise from a major development proposal that promises to have a
significant impact on a community.
When planning is prompted by a problem or crisis, the focus of planning,
not surprisingly, is typically on solving that particular problem. Using planning as a
way of solving current problems can be effective in mobilizing community support
for the planning process. The disadvantage of the problem-oriented approach is
that it is purely reactive, and restricts the planning process to a relatively narrow
band of problems and issues. Another limitation is that the solutions produced
may deal with the symptoms of the problem, but do not treat the deeper root
causes in a way that could achieve a more lasting solution. In addition to these,
beginning the planning process by identifying problems and deficiencies is a

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fundamentally negative way of approaching planning. It focuses attention on what

is wrong with a community, rather than on what is right and good.
THE STRATEGIC ISSUES APPROACH
A third way of approaching planning is to drop the comprehensive approach,
instead focusing on identifying strategic issues. What distinguish this approach are
its selectivity and its pragmatism. It
restricts the number and range of issues
dealt with at any single point in time-and focuses attention and energy on
issues and concerns which are most
strategically important and timely.
Strategic issues are typically
identified by conducting an analysis
aimed
at
identifying
Strengths,
Weaknesses, Opportunities and Threats
(S.W.O.T). First, the
THE VISION-ORIENTED APPROACH
A fourth way of identifying planning issues and of beginning the planning
process is to formulate a vision of an ideal future, unconstrained by current
conditions. Under this approach, citizens engage in a creative "visioning process"
through which they attempt to produce mental images and rich verbal descriptions of
what they would ideally like their community to be. Formulation of this "vision" then
sets the basic framework that defines the issues that the planning process seeks to
address.
Vision-oriented planning can be effective when there is general agreement
about what makes a community special, and about what the community should look
like in the future. It can also work well in settings and communities where citizens
are not afraid of change, where citizens are receptive to new ideas, and where there
is a climate of respect for expression of divergent views.
THE ASSET-BASED PLANNING APPROACH
The fifth way of identifying issues and beginning the planning process is to
identify the assets and qualities that make a particular place special and unique. For
example, Community developers undertaking this approach to planning on an Aeta
community in Tarlac may begin planning by asking: "What features and natural
resources distinguish this community and should be preserved? What makes this
community a good place to live and work?"
An asset-based approach to planning is a positive approach to planning and
issue identification. It assumes that one of the most important purposes of plannin g is
to protect and reinforce what is good about communities, while avoiding the needless
destruction of valued and irreplaceable resources.

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THE HUMAN RIGHTS-BASED PLANNING APPROACH

This approach leads to better and more sustainable outcomes by analyzing and
addressing the inequalities, discriminatory practices and unjust power relations which are
often at the heart of development problems. Adopting a human rights -based approach
may not necessarily change what we do, but it will raise questions about how we do it.
As stated before, a human rights-based approach provides both a vision of what
development should strive to achieve (to secure the freedom, well-being and dignity of all
people everywhere), and a set of tools and essential references (human rights standards
and principles). It is essentially based on the values, standards and principles captured in
the UN Charter, the Universal Declaration of Human Rights and subsequent legally
binding human rights conventions/treaties. It not only defines the subjects of
development, but it also translates peoples needs into rights, recognizing the human
person as the active subject and claim-holder. Human rights provides a policy focus
crosscutting development sectors, which is to be incorporated in all programs including
within agriculture, health, education, justice etc.
Thus this approach to community development planning is about safeguarding basic
rights both during planning and implementation and should be a guide in program design
and resource allocation at all levels. Also it is about promotional measures where needed
for rights of indigenous peoples, children, workers or the right to information.
Human rights are not only a concern of the courts or the Human Rights
Commission but shall be respected and promoted at all levels including governments,
organizations, community developers and by youas an individual. (from: A Human
Rights-based Approach to Development Programming in UNDP Adding the Missing
Link)
It is important to note that the individual approaches presented here need not be
pursued in a pure form, to the exclusion of all others. In fact, in pursuing community
based planning processes, it is quite legitimate and appropriate to employ a mixture of
these approaches, and/or to employ different approaches at different points in time. The
secret to effective and successful planning is to design the planning process to fit local
circumstances.

GUIDELINES IN COMMUNITY DEVELOPMENT PLANNING

In his article, To Produce an Effective Plan You Need a Plan for
Planning(Department of Urban and Regional Planning, University of Wisconsin-Madison,
Extension Report 97-2, 1997), Gene Bunnell identified steps or procedures on community
development planning. You may consider all elements simultaneously but carefully when
you develop a plan for a specific community:
1. CD Planning should be people-centered. Involve citizens in all steps of the CD
Planning process to make it participative and empowering.
The effective and genuine participation of communities is at the heart of
Community Planning. "Community designers draw out of people their heroic
insights and find ways with them to implement plans." Richard Meier, Architect,
Community Design Primer, 1990

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2. Identify the issues facing the community in order to select an approach to

planning. Go back to the Approaches to Community Development Planning and
choose an appropriate approach/es to your chosen community
3. Collect and analyze data
For example, during strategic planning, planners often conduct a "SWOT
analysis". (SWOT is an acronym for considering the organization's strengths and
weaknesses, and the opportunities and threats faced by the organization.) During
this analysis, planners also can use a variety of assessments, or methods to
"measure" the improvement of systems.
4. Define community goals and objectives.
Based on the analysis and alignment to the overall mission of the plan,
community development planners establish a set of goals that build on strengths
to take advantage of opportunities, while building up weaknesses and warding off
threats. Objectives are selected to be timely and indicative of progress toward
goals.
5. Evaluate alternatives.
A variety of approaches to solving existing problems should always be
considered. These alternatives and their predicted impacts provide the community
with options for both accommodating and instigating change. Evaluation of the
alternatives focuses on their physical and financial impact on the community and
the prospects for developing strategies that could feasibly implement them. The
evaluation should also be the focus of public review and discussion.
After examining the implications of
each alternative, the next step is to select
the one alternative that provides the best
combination of creating positive future
conditions and solving current problems.
Often the alternative selected may be a
combination of the various alternatives
examined.
Image from http://destinationmali.org

6. Develop, adopt, and implement the plan.

Here, policies and programs are developed to be implemented. Planning
involves more than just coloring a map or filling up vacant areas with uses.
Policies and programs need to be articulated that will be a meaningful guide to
local decision making. Plans should therefore include written text and tables
summarizing the reasons supporting those policies and programs. The plan
document may also contain maps and other graphics which depict existing
conditions and the future objectives of the community.
Once a plan is adopted, no decisions related to development, public facility
development and budgeting should be made without considering whether the
decisions are consistent with the plan. Implementation tools also need to be
developed and adopted as outlined in the plan to ensure that the day-to-day
decisions of the local government carry out the plans goals. Plans that

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acknowledge the ways in which local decisions are made and which provide real
guidance for local decision-making will be the most meaningful.
7. Continually evaluate the effectiveness of the plan and update as necessary.
Plans are not meant to be static documents. Monitoring and evaluating
the effectiveness of the plan is a critical, yet often forgotten step in the planning
process. Communities need continually to reassess the relevance and meaning
of the plan to ensure its effectiveness.
Plans need to be updated as situations change. It is important that
mechanisms be built into the planning process so that existing plans can be
altered to meet emerging challenges. At a minimum, communities should update
plans every five to ten years especially for those with long-term programs.
8. Acknowledgement and Celebration of Results
This critical step is often ignored -- which can eventually weaken the success of
many of your future planning efforts. The
purpose of a plan is to address a current
problem or pursue a development goal. It seems
simplistic to assert that you should acknowledge
if the problem was solved
or the goal met. However, this step in the
planning process is often ignored in lieu of
moving on the next problem to solve or goal to
pursue. Skipping this step can cultivate apathy
and skepticism -- even cynicism -- in your
organization.
Don't skip this step. Acknowledge the works and
inputs of your leaders, recognize group effort on
a certain project and give yourself a nice pat at
the back for your success. After this, everybody
will be more inspired and enthusiastic in their
next plans and programs in their community,
eventually making your over-all planning and
organizing a great success.

COMMUNITY DEVELOPMENT PLAN

In Civic Welfare Training Service, a Community Development Plan (CDP) is
necessary to enable you to design and implement a good project in your
chosen/partner communities.
A community development plan is a written document, a tool created by
community members and organizers (Flo Frank and Anne Smith, The Community
Development Handbook, A Tool to Build Community Capacity). It outlines the
following things:
where the communities are now (community
strengths, weaknesses, resources);
where the communities want to be (the ideal future for
your community);

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the general direction that the community want to take to close the gap
between where they are now and where they want to be;
the specific actions within each general direction required to close the gap;
the resource and capacity issues that need to be addressed; and
how success will look like, and how to tell when they have been
successful.
Community plans are developed based on the logic and structures of the strategic
planning process. The logic of this process takes you from a broad-based vision to specific
actions and action plans. The process links vision, goals, objectives and action into a logical
and inter-related structure.
As future community developers, you need to pay special attention to several factors
whenever you make a plan. Involving the people, identifying their resources, issues and
needs will make a big difference to a successful plan. A good background of the community
will also provide you with ample information to help you plan for an excellent project for
them.
Below is a community development plan format which will guide you in preparing for a
program that will benefit your chosen community. This has been inspired by the Universitys
Office for Community Development matrix on community development plan. It has been
revised and designed according to the needs of the CWTS program.
CWTS Community Development Plan Format/Guide
A. General Information
Project Title:
(What you will call your project, here are some examples: Clean and
Green 2010; Read and Write for a Future thats Bright; Tepok Bulate and
Kasibulan: Football from the Grassroots)
Target Community/Beneficiaries: (Include the race/group and location)
Community Background:
Briefly describe the situation in the community. You may conduct an
ocular inspection, interview key persons in the community, consult your
college community coordinator and review the community profile.
Outline the problems and needs of the target beneficiaries and briefly
describe how the project intends to address these.
Describe other projects/program in community and how this project will
contribute to the over-all development objectives in the selected community.
B. Objectives:
General Objective:
State the over-all direction/ longterm objective in the / of the community.
(Use the Blooms Taxonomy of Objectives as your guide

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in making objectives; you may also see a diagram of this in the Lesson
Planning topic)
Specific Objective:
Specific Objectives are the short term, more immediate and are component
details of the general or long-term objective. Specific objectives must show
output and specific performance indicators.
Specific Objectives must be SMARTER; Specific, Measurable,
Attainable, Realistic, Time-bound in character, Extending and Rewarding
Below is the format of a CDP (Community Development Plan)
THE NSTP COMMUNITY DEVELOPMENT PLAN MATRIX*
A. General Information
Project Title: (What y ou will call your project, example: Building the Future: One brick at
a time or E at Right, Live Right )
Target Community/Beneficiaries: (Give the specific target of your project, example: 3
to 6-year kids of San Jose Del Monte National Elementary School in Subic, Pampanga*)
Community Background:

Briefly describe t he situation in the community. You may conduct an ocular

inspection, interview key persons in the community, consult your college
community coordinator and review the community profile. Take note of t he
following:

Schools
Churches
Government offices
Hospitals
Health and sanitation
Peace and order
Disaster risk areas
Private companies

Transportation
Livelihood
Infrastructure
NGOs
Significant structures
Way of life
Environment
Other organizations that help the community

Outline the problems and needs of the target beneficiaries and briefly describe
how the project intends to address these.

Your community profile and background should give me the idea why such
project is needed for the beneficiary and why you thought of that project as a
solution

Describe ot her projects/program in community (current, recurring or past) and

how y our project will contribute to the over-all development objectives in t he
selected community.

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B. Objectives:
General Objective:
State the over-all direction/ longt erm objective in the / of t he community. (Use
the Blooms Taxonomy of Objectives as your guide in making objectives). You may also use the
communitys current objective/goal connected to your project.
Specific Objective:

Specific Objectives are the s hort term, more immediate and are component details of
the general or long-term objective. Specific objectives must show output and s pecific
performance indicators. Make sure that you touch the Psychomotor, A ffective and
Cognitive part

Specific Objectives must be SMA RTE R; Specific, Measurable, Attainable, Realistic,

Time-bound in character, Extending and Rewarding

C. The Community Development Plan Matrix

Activities

Time Frame

Output

Resources/Materials

Cost

Length of time
for the
preparation

Result of the
planning
stage
(tangible/
intangible)

Things that you will utilize

during this stage.
Resources/ Tools/Methods/
Materials used during
planning

Expenses
during this
phase

How long will

the
implementation
run

What output
or res ult is
expected
each stage?

Things that you will utilize

during this stage.

Projected
cost/expenses
during this
phase

How long will

the evaluation
take

What will be
the
expected
result?

Things that you will utilize

during this stage.

Projected
cost/expenses
during this
phase

Preparation:
(How was the project
conceptualized and
planned? Steps that
you take/will do as a
preparation for the
project. Explain
briefly.)

Actual Activities:
(How it will be
implemented? What
are the roles of each
group or member in
the implementation of
the project? Briefly cite
the flow of the activity.

Post-implementation
Activities:
(How it will be
assessed/ evaluated?
Review your stated
project objectives,
expected outputs,
phasing and direction.
How will your group
analyze if the
program/project is
effective or not?

* Inspired by the universitys SIMBAHAYAN CDO matrix on community development plan

CHAPTER 6: PROJECT MANAGEMENT AND DEVELOPMENT | Page 30

Activities

SAMPLE CDP
Time Frame
Output

Preparation:
Ocular/Visitation to the
May 1 to 25
area was done, with it
the meeting with the
community leaders, local
govt officials and
parents, for the
evaluation of the needed
project. After the ocular,
a proposal was given to
cater to the cited
concern during the
ocular. Materials were
collected through
donations from the local
govt, guidelines were
set about the way the
plan will be implemented
and concern bodies
signed a MOA for the
execution.

Project
proposal
for
Childrens
Health
Care

Resources/Ma
terials

Cost

Computer unit
Vehicles
Boards
and
markers
Sound system

Gas 1,200
Markers 250
Board
borrowed from
the FMO
Sound system
borrowed from
the local govt
office
Print outs
525.75

Preparatio
n of
the
materials
and signed
MOA

Actual Activities:
Week 1 clearing of the 2 months (July Answered
forms and
school grounds and
12-Sep3)
profiles
seminar regarding the
50% weigh
different diseases that is
gain
caused by dirty
surrounding. Weighing
and Distribution of the
medicines (speaker: Dr.
Garcia; ushers and
materials group A food
Marie and Lee;
venue and sound sys
Nanay Kelly;
grounds clearing group
B;medicines group C;
weighing Group D)

Vehicles Computer
unit Projector
Sound s yste m
Medicines
Weighing scales
Height Meter
Forms Foo

Gas 1,200
Markers 250
Board borrowed
from the FMO
Sound system
and Projector
borrowed from
the local govt
office Medicines
donated
Print outs 700
Scales and
meter 655
Food 25,000

Week 2 to 5 Feeding
and Exercise (groupsA,B
cooking; groups
C,D exercise; (this
changes every week)
Week 6 Final Weighing
(materials leaders,
weighing all the rest)

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Activities

Time Frame

Post-implementation
Activities:
Comparison of weight
before and after the
project. (Group A)
Survey forms will be
given to
teachers,parents,
students and local
officials (Group B and C)
Proposed plan and
recommendation will be
given (Group D) Post
weighing to check if
project is still carried on
after the implementation
will be done

Output

Resources/Ma
terials

2 weeks after Reports and Forms

answered
last
implementation survey
forms

Cost
Gas 1,200 Print
outs 2,379.25
Scales and meter
use previous
materials

You may download the CDP format from the Module link in eLEAP
GENERALIZATION:
The heart of Community Development Planning is about collective
collaborative work and it should be integral to the various planning
and service delivery functions of an institution and its partner
communities. Through Community Development Planning, you will
become aware of real-life situations in different communities. You
will experience a change within yourselves and soon your studies,
researches and whatever resources you have are eagerly used to
find ways to improve the lives of the people in the community. This
becomes apparent when you start planning, do volunteer work, and
give off your time and talent for the betterment of the community.
Remember that planning is a tool, and it is people and their
commitments to action that make a plan come alive and make it work. A desirable outcome
of all these is the contribution that you can give to the community and that is empowerment.
The community slowly realizes that it has the power, the skills and the confidence to take
care of itself and be self-sufficient, because you have planned out a program for them.
Naturally it would be wishful thinking to assume that this can happen overnight but
YOU, as learners are reassured when you will realize that you have helped in planting the
seeds of empowerment.
May this reflection note below from one of our former CWTS student inspire you
more in the process of community development planning. We hope that you will also feel the
same joy and fulfillment when you go out in our partner communities next semester. Good
luck!

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My CWTS Off-campus Experience

The best scene I can remember was when I and my group mates were
working hand in hand with the people in NTA, Montalban, Rizal. Suddenly I forgot
about my plates, school, money, and everything else that didn't matter at that time.
We were so focused doing the job, our mural painting for school rehabilitation
because we wanted to help. We wanted to be able to do something, maybe for the
first time, not for ourselves but for other people. It was the reality, for in our hands
lie the future of other people. It seems like it would be hard to do what we have
done when we first started. But with the guidance of our facilitator, and by preparing
a simple yet attainable plan, we were able to execute the kind of service that we
have in mind to help out these people. The smiles in their faces were already
enough to make us realize that all of these community works and planning
experience are worth it.
Service is something that comes from the heart. It can never be taken.
It can never be forced out of a person. We were there and I felt the urge for
my service. I had to do something and we had to do it all together to make the
most out of our stay there. (Dandela Mari Cortes, student, UST CWTS 2009)

Many are the plans in the mind of a man, but it is the purpose of the Lord that will
stand. (Proverbs 19:21)

LESSON 3.2: LESSON PLANNING

Introduction
Hi! Welcome to the last module for the LTS program. In order to complete your preparation
for your teaching in the future, you will now explore on the preparation of what and how you
will teach your learners.
Objectives
After finishing this module, you will be able to
a. Explain the importance of having a Lesson Plan.
b. Identify the parts of the Lesson Plan.
c. Design your own Lesson Plan.
d. Prepare learning activities for your designated learners.
e. Formulate objectives for each activity.
Just like the blueprint of the architect, or the script of a play, teachers also need a plan
for their daily activities. This is commonly called a Lesson Plan.

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The Lesson Plan

A Lesson Plan serves as a blueprint
for a teacher. It provides the general
framework for the work of the day or term that
would be carried out. According to
Bossing (1952), a lesson plan is a statement
of achievements to be realized and the
specific means by which these are to be
attained as a result of the activities engaged in
day by day under the guidance of the
teacher.
The sole purpose of lesson planning is
the improvement of teaching of the teachers
and of the learning of the learners. A wellmade lesson plan will give the teacher a
feeling of confidence and security in the
classroom. He/ She will have a definite and
appropriate experience ready to develop with
the students.
How does one go about preparing a lesson plan? This problem has puzzled many
teachers. Successful planning for pupil learning is so crucial in the teaching learning
process. We should examine more carefully the basic elements of planning as in teaching
competence, in as much as good teaching and effective planning go hand in hand.

Basic Steps in Lesson Planning

1. Formulate goals and aims to accomplish.
You should plan challenging goals for the students in according to their
abilities. Aims or objectives should be specific, attainable and measurable.
2. Selecting and organizing the subject matter.
The teacher should anticipate situations that are to be met, what materials,
activities, information, understanding and skills are necessary to achieve the goals. It
is recommended that the subject matter must be selected as closely as possible to
solve or understand daily activities and problems of the students. Lastly, you must
possess a mastery of the subject matter, because it is the teacher who will provide
the focus and direction of classroom experiences.
3. Determining the methods or procedures in planning.
The teacher must determine how to proceed in developing the subject matter
or accomplish the aims set up in the lesson plan. You should try to incorporate a
variety of procedures into the plan so that maximum efforts will be secured from the
pupils, individual differences will be met, and boredom could be avoided. This
includes the art of questioning, motivation and teaching strategy.

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Example:
If you are teaching Mathematics to a grade one pupil and the topic is
counting numbers, you can use colorful Popsicle sticks for you to get his/her
attention. Then give a number and ask him/her to count using the Popsicle sticks.
4. Evaluating the effectiveness of the procedure.
Intelligent teaching requires evaluation. Evaluation must be focused on the
teaching and learning of the pupils, the ability of an effective teacher to evaluate the
growth of each pupil will be a factor to determine whether the teacher succeeded or
not in teaching the subject matter. This includes recitation, quizzes and reviews.
5. Revisions
The plan must be flexible to make any necessary change possible.
6. Giving the assignment.
An assignment is another important phase of teaching. The fundamental aim
of the assignment is to give pupils definite work to do and to
guide and to stimulate them to the performance of such work, which will result in an
educative experience. It must bring out the interest of the student to the past or new
lesson.
After knowing the basic steps of making your own lesson plan, let us now put
into application those things. First, I will give you the types of lesson plans that you
can use.

TYPES OF LESSON PLANS

A. Detailed Lesson Plan - this is the type of lesson plan used by first time teachers.
Just like a script of a play, you write down all the questions and he expected answers
of your students.
Example:
Title: Lesson Plan in Math 1
Objectives:
After the 30- minute lesson the students should be able to:
1. Define counting numbers.
2. Recite the counting numbers from 1- 10.
3. Write the counting numbers from 1-10 in a piece of paper.

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Subject Matter/ Topic: Counting numbers

Materials: Popsicle sticks, pen, paper, glue
Procedure:
Teachers Activity
Good Morning class! Today we
will discuss counting numbers. Can
you give me the definition of a
counting number?

Students Activity
Yes Maam, it is a number that doesnt
include zero, fractions and negative
numbers.

(In detailed lesson plan you need to write down all the questions that you will
ask during the discussion and the expected answers from your students)
Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10 points)
B. Semi- Detailed Lesson Plan- It simply contains the lesson procedures and guide
questions for students.
Example:
Title: Lesson Plan in Math 1
Objectives:
After the 30- minute lesson the students should be able to:
1. Define counting numbers.
2. Recite the counting numbers from 1- 10.
3. Write the counting numbers from 1-10 in a piece of paper.
Subject Matter/ Topic: Counting numbers
Materials: Popsicle sticks, pen, paper, glue
Procedure:
1. What is a counting number?
2. What are the characteristics of a counting number?
(Just give the essential /guide questions that will be used in the
discussion.)
Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10
points)

C. Brief Lesson Plan- It contains very short description of the activity and is usually
guided by a course outline.

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Example:
Title: Lesson Plan in Math 1
Objectives:
After the 30- minute lesson the students should be able to:
1. Define counting numbers.
2. Recite the counting numbers from 1- 10.
3. Write the counting numbers from 1-10 in a piece of paper.
Subject Matter/ Topic: Counting numbers
Materials: Popsicle sticks, pen, paper, glue
Procedure/ Activity: Pre test and Post test

BASIC PARTS OF A LESSON PLAN

1. Title- this usually includes the type of lesson plan that you will use, the name of
the teacher and the date of teaching
2. Objectives- here you will place your aims or objectives for your lesson plan. It
must be clear and measurable. This is stated by the phrase
At the end of the lesson the students are expected to...
3. Subject Matter- this provides the main facts and concept of the lesson.
4. Materials- this includes the instructional materials you will use. This may be the
blackboard, visual aids or a projector.
5. Procedure- this includes the lesson proper, specifically the teacher and student
activities/ It is in a two column form, one side for the teachers activity and
one for the student activity.
a. Motivation - in a detailed lesson plan, we write here the opening prayer,
the greetings and the motivation that we will use (such as a quotation, a
game or an anecdote).
b. Discussion- here you place the main content of your subject matter. This
also includes the guide questions and expected answers of the student.
C.Summary/Closing Activity- you write here the closing remarks, summary
and generalization of the lesson.
6. Evaluation or Assignment - this serves to measure the learner or students
comprehension or their preparation for the next lesson.
At the most, teachers teach only one subject at a time, but there is a day when they
are assigned to teach all the subjects. Time may be devoted to the preparation of the
materials other teaching aids. So to make it easier for you, you may use the lesson
plans shown above as a guide.

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OBJECTIVES
If a teacher wants to teach her lesson very well he/ she must have a blueprint that
will serve as a guide throughout the session. Just like an architect who wants to build a
house or a building he must first have the idea on how he wants it to look like and then draw
it afterwards. The very first step in making a lesson plan is formulating the objectives; these
are the things that the teacher wants to attain at the end of every lesson.
One of the most popular proponents of education, Benjamin Bloom invented the so
called Blooms Taxonomy (Figure 5 & 6 ).

Figure 5. Blooms Taxonomy Rose recreated by K. Aainsqatsi

https://commons.wikimedia.org/wiki/File:Blooms_rose.svg

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Figure 6: Blooms Taxonomy Objectives

Image from: http://www.teachthought.com/

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There are three domains of educational activities according to Benjamin Bloom. First
is the cognitive domain which focuses mainly on mental skills (Knowledge). Second is the
affective domain that concentrates on the growth in feelings or emotional areas of a child
(Attitude). And lastly the psychomotor domain includes physical movement, coordination
and use of motor skills.
The diagram gives emphasis on the five levels of cognitive domain (central circle)
namely Remember/Understand, Apply, Analyze, Evaluate and Create.
As for you who are still new in the field of teaching Blooms Taxonomy will help you
in formulating your objectives because it already provides the right words/verbs to b e used
(Third circle from the outside) and suitable activities for you to be able to meet the objectives
that you want your students to learn (second circle from the outside).
There are so many activities that you can give to your students. In fact you can
create your own if you want to. For example, if you want your students to understand a
particular text (see figure 1.1). You should select he right verb under comprehension to be
able to formulate a right objective and choose from the activities that falls under it.
Remember to take into consideration the capability of your learner before choosing the
activities. Ask yourself will he/she be able to do or answer that?, Is the activity suitable for
his/her age and capabilities?
Take note of the following examples:
1. Topic: Rational numbers
Objective: To solve an equation involving rational numbers .
Exercise: 2 + 2 1/2 =___
2. Topic: Events in World History
Objective: Outline the important events in world history
Activity: Make the student fill a blank time line
These are just some of the sample objectives and activities for a certain topic/s. always
remember to make your objectives very specific so you would know if you were able to meet
them and make the activities suitable for your learner.

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Bibliography
WEBSITES:
http://www.cio.ca.gov/Government/IT_Policy/pdf/PM1.3_Overview_What_is_a_Proje ct.pdf
http://www.barnardos.org.uk/communityprofiling.pdf
http://www.census.gov.ph/
http://www.bulacan.gov.ph/map/topography.php
http://www.teachthought.com/
https://sustainabledevelopment.un.org/topics
TEXT:
A Human Rights-based Approach to Development Programming in UNDP Adding the
Missing Link
All Student Leaders: Community Development Forum, Orientation Materials;
USTOCD
Flo Frank and Anne Smith, the Community Development Handbook, A Tool to Build
Community Capacity
Fundamentals of project management By James P. Lewis, AMACOM Div American Mgmt
Assn, 2007
Pictures of Achievements and Current Programs of the NSTP Program Academic Year

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