MODULE 4

LEARNER-CENTERED LESSON PLANS

Lesson 1 The Learner-centered

Lesson Plan

Lesson 2 Instructional Learning

Processes

Lesson 3 Lesson Chunking and

Microteaching Basics

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MODULE 4

FACILITATING LEARNER-CENTERED TEACHING

 INTRODUCTION

This module presents the learner-centered lesson plan. You will learn
the basic parts, functions of each part and characteristics of a learner-
centered lesson plan. You may also develop lesson plan chunk through
demonstration teaching, appropriate strategies in order to cater the
learners’ diversity, learning styles and backgrounds.

OBJECTIVES

After studying the module, you should be able to:

1. identify the different parts, functions and characteristics of a

learner-centered lesson plan;
2. compare and contrast an exemplar learner-centered lesson
plan with teacher or content-centered lesson plans;
3. craft lesson plan chunk emphasizing the use of a selected
strategy; and
4. implement the designed lesson plan chunk and the
appropriately chosen/selected strategy in response to learners’
diverse needs, learning style and backgrounds (linguistic,
cultural, socio-economic and religious).

 DIRECTIONS/ MODULE ORGANIZER

The module contains four lessons. Read every lesson and carefully
understand then respond to the evaluation tasks given to find out how much
you have learned. Submit your output to your instructor for the course. You
can contact your course teacher and discuss during the face-to-face meeting
if you experience any difficulties.
God bless and enjoy reading…

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Lesson 1

 THE LEARNER-CENTERED LESSON PLAN

Lesson Plan

 A daily plan
 Serves as the teacher’s blueprint.
 Sets forth the proposed program or instructional activities for each
day.
 The instructor’s road map of what students need to learn and how it
will be done effectively during the class time.
 It indicates the various achievements to be realized as well as the
specific means by which these achievements should be attained.

Importance of Lesson Plans

A well-prepared lesson plan has the following uses:

1. It offers optimum results in terms of objectives, activities and

methods.
2. It serves as a guide to an appropriate teacher
3. It helps in the organization of lessons.
4. It is useful for the teacher to develop foresight which can contribute
to teaching and can stimulate him/her to become more creative.
5. It prevents waste of time, haphazard teaching, and/or unorganized
activities.
6. It gives a sense of security, especially to the beginning teacher who
feels nervous and tense. A well-prepared Lesson plan boosts a
teacher’s self-confidence.
7. It ensures good instruction and prepares the teacher for an effective
teaching.
8. It serves as a means of supervising the teacher’s competency and
effectiveness, and it determines the teacher’s mastery of the subject
matter and teaching preparedness.
9. It can be used by a substitute teacher who will frame future lessons.

TYPES OF LESSON PLANS

1. Detailed Lesson Plan-comprises of teacher’s activity and student
activity.
2. Semi-detailed Lesson Plan- omits student activity.
3. Brief Lesson Plan-very short and can take the form of an
instructional material for the learners.
Note: Teacher’s Activity – Question (Q)
Students’ Activity – Expected Answers (A)

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Elements of a Lesson Plan/ instructional Plan/ Learning Plan

Dr. Madeline Hunter’s research indicates that effective teachers

usually include the following elements in their lesson plan

a. Anticipatory set- a short activity, dispatch or prompt that focuses the

students attention and ties previous lesson’s to today’s lesson.

b. Purpose– an explanation of importance of this lesson and a statement

concerning what students will be able to do when they have completed it.

c. Input- the vocabulary, skills, and concepts to be learned.

d. Modeling- the teacher demonstrates what is to be learned.

e. Guided practice- the teacher leads the students through the steps
necessary to perform the skill using multiple modalities.

f. Checking for understanding- the teacher uses a variety of questioning

strategies to determine if the students are understanding.

g. Independent practice- the teacher releases students to practice on their

own.

h. Closure- a renew or wrap-up of the lesson.

W.H.E.R.E.T.O

W- WHERE and WHY- Where will I help my students to know where they are
headed why they are going there and what ways there will be evaluated
along the way.

H- HOOK and HOLD– how will I hook and engage the learners? How will I
keep them engage?

E- EXPLORE and EXPERIENCE, ENABLE and EQUIP

R- REFLECT,RETHINK,REVISE- how will I encourage the learners to rethink

previous learning? How will I encourage on going revision and refinement?

E- How will I promote students SELF EVALUATION an REFLECTION?

T- TAILOR and personalized the work how will I tailor the learning
experience to the nature of the learners I serve? How might I differentiate
instruction to respond to varied needs of students?
O- ORGANIZE for optimal Effectiveness How will I organize the learning
experience for maximum engagement and effectiveness? What sequence will
be optimal given the understanding and transfer goals?

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Take note of the following:

 For lesson development apply all Principles of teaching and learning

and effective instructional strategies you learned.

 To develop a lesson plan you have to refer to the K to 12 curriculum

Guide.

 The competency may serve as your lesson objective. The Department

of Education developed Learner’s Materials and Teacher’s Guides for
the K to 12 Curriculum Guide. Visit http://lrmds.deped.gov.ph

A lesson plan may vary but all lesson plans must have:

1. Objectives
2. Content/topic/subject matter, References, Materials
3. The process or stages of lesson development (includes variety of
learning activities that engage students to explore, think,
questions, reflect, make connections, master the skill or concept
and apply the skill or concept learned in real life.
4. Assessment
5. Assignment; other don’t

PARTS OF A LESSON PLAN

Date
 The date gives the teacher a time frame within which he/she expects
to finish teaching the lesson. If learning is not satisfied, re-teaching
must be done after, and a date for re-teaching must also be reflected
in the lesson plan.

 Day
 Time

I. Objectives
 The lesson plan objectives provide specific goals that must be
attained by the class, give a direction to class discussion, and call for
expected outcomes.

II. Subject Matter

 Subject matter or specific topic includes sources of information.

II.A. References
II.B. Materials

III. Procedure
 Procedure includes the teaching-learning activities(TLA).

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A. Preliminary Activities
B. Developmental Activities/Lesson Proper
1. Motivation
2. Presentation
3. Discussion
4. Generalization
5. Application
6. Values Infusion (NOTE: integrate in any part of the lesson plan)

IV. Evaluation
 Evaluation can take the form of a formative after the day’s lesson to
determine the mastery learning.

V. Assignment
 Assignments or agreement includes questions, exercises and or a set
of practice specified by the teacher.
 In order to succeed in discussing the assignment for the following
day, a teacher must give focused/specific questions for students to
answer.

DO 42, s. 2016Policy Guidelines on Daily Lesson Preparation for the K to

12 Basic Education Program

1. In line with the implementation of Republic Act (RA) No. 10533 or the
Enhanced Basic Education Act of 2013, the Department of Education (DepEd)
issues the enclosed Policy Guidelines on Daily Lesson Preparation for the K
to 12 Basic Education Program.

2. Planning lessons is fundamental to ensuring the delivery of teaching and

learning in schools. These guidelines aim to support teachers in organizing
and managing their classes and lessons effectively and efficiently and ensure
the achievement of learning outcomes.

3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a

facilitator of learning. Preparing for lessons through the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP) and provides teachers with an
opportunity for reflection on what learners need to learn, how learners
learn, and how best to facilitate the learning process. These guidelines also
aim to empower teachers to carry out quality instruction that recognizes the
diversity of learners inside the classroom, is committed to learners’ success,
allows the use of varied instructional and formative assessment strategies
including the use of information and communications technologies (ICTs),
and enables the teacher to guide, mentor, and support learners in
developing and assessing their learning across the curriculum.

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4. These guidelines will remain in force and in effect unless sooner

repealed, amended, or rescinded. All issuances inconsistent with this Order
are hereby rescinded.

Daily Lesson Log (DLL)

A template that teachers use to log parts of their daily lessons.
The Daily Lesson Log covers a day’s or a week’s worth of lessons.

Daily Lesson Log guidelines for daily lesson preparation was issued by
the Department of Education to institutionalize instructional planning which
is critical part of the teaching and learning process in public schools. These
guidelines are meant to support teachers in effectively organizing and
managing K to 12 classrooms to be genuinely responsive to learner’s needs.

These guidelines in the preparation of K-12 Daily Lesson Log shall

instill reflective practice among teachers by providing them opportunities to
think about and reflect on their instructional practices.

Daily Lesson Log preparation is part of the teacher’s core function as

a facilitator of learning inside the classroom. Well-prepared and well-
planned lessons are fundamental to ensuring he delivery of quality teaching
and learning in schools.

DepEd guidelines, teachers with at least one (1) year of teaching

experience, including teachers with private school and higher education
institution (HEI) teaching experience, shall not be required to make a
Detailed Lesson Plan. Teachers who have been in the service for at least one
(1) year, handling learning areas with available LMs and TGs provided by
the Department shall not be required to prepare a DLP. Instead, they shall
be required to fill out a weekly K-12 Daily Lesson Log (DLL). Teachers are
allowed to work together in preparing DLLs. Seasoned or veteran teachers
shall also mentor new or novice teacher in the preparation of DLLs.

Standards and Competencies in the K to 12 Curriculum

The Curriculum Guide of the K to 12 Curriculum contains content and

performance standards and competencies, not objectives. It makes use of
standards-based instruction.
Content standards define what students should know and be able to
do. These are benchmarks which identify the expected understandings and
skills for a content standard at different grade levels.
Performance Standards (or indicators) describe how well students
need to achieve in order to meet content standards. They are the levels of
proficiency which the students are expected to demonstrate what they
know and what they are able to do.
Competencies are more specific versions of the standards. They are
specific tasks performed with mastery. They also refer to the ability to
perform activities within an occupation or function to the standards
expected by drawing from one’s knowledge, skills, and attitudes.

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Your lesson objectives are drawn from the content and performance
standards and competencies contained in a Curriculum Guide.

Parts of a K-12 Daily Lesson Log (DLL)

1. Objectives
 This part of the DLL includes objectives related to content
knowledge and competencies. Lesson objectives describe the
kinds of content knowledge and processes teachers hope their
students will learn from instruction. 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 are also logged in this part of the DLL.

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

3. 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 materials from 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.

4. Procedure
 This part of the DLL contains ten (10) parts including:
a. Reviewing previous lesson/s or presenting the new
lesson.
b. Establishing a purpose for the lesson will motivate the
learner to learn the new lesson.
c. presenting examples/instances of the new shows
instances of the content and competencies.
d. discussing new concepts leads to the first formative
assessment.
e. Continuation of the discussion of new concepts leading
to the second formative assessment that deepens the

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lesson and shows learners new ways of applying

learning.
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.
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.
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.
j. Additional activities for application or remediation will
be based on the formative assessment and will provide
children with enrichment remedial activities.
 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.

5. 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.

6. 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 be solve.

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SAMPLE LESSON PLAN IN SCIENCE

I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of materials undergo
changes due to oxygen and heat.
B. Performance Standard The learner uses local, recyclable
solid and or liquid materials in
making useful products.
C. Learning Competency Investigate changes that happen in
materials under the following
conditions; presence or lack of
oxygen and application of heat.
(S5MT-lc-d-2)
1. Unpacked Competency Identify the physical properties of
solid materials such as ductility,
malleability, flexibility, elasticity,
porosity, hardness and brittleness.

II. SUBJECT MATTER or LEARNING CONTENT

A. Topic Changes that Materials Undergo
B. Science Ideas The physical properties of some solid
materials are ductile, malleable, flexible,
elastic, porous, hard and brittle.
C. Science Processes Observing, inferring, identifying,
classifying
D. Values Infusion/Values Cooperation and Appreciation of God’s
Integration/Value Focus Creation
E. Materials Chalk, shoe box, metal bottle caps,
hammer, glass of water, electric wire,
block of wood
F. References Larisma, E. & Mariano, J.J. (2013). The
New Science Links, Worktext in Science
and Health 5 (First Edition). Rex Bookstore
Inc. 856 Nicanor Reyes Sr. St., Sampaloc
Manila. pp 173-178.

San Diego, M.G. (2015). Voyages in Science

5. Missionbook Publishing, Inc., 373
Bookman Bldg. M. Quezon Avenue 1114,
Quezon City, Philippines, pp2-9.
G. Other Learning https://www.youtube.com/watch?v=anHt
Resources Dp9ZQRg
III. LEARNING ACTIVITIES / DEVELOPMENTAL ACTIVITIES / LESSON PROPER
A. Engage
1. Drill Paste the name of each material on the
board and let the learner classify them as

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useful or harmful.
old newspaper insect repellent
vegetable scraps medicines
old toys paint
lotion drugs

Other example of Drill

Let the learners read the following words:
old newspaper insect repellent
vegetable scraps medicines
old toys paint
lotion drugs
2. Review Identify the following objects as solid,
liquid, and gas. Write your answer on the
blank before the number.

______1. Air _____4. smoke

______2. Chalk _____5. Stars
______3. Paper _____6. Vinegar

B. Explore
1. Motivation Ask the learners to name all the things
they can see inside and outside of the
classroom. What do you call all these
things?

2. Presentation Introduce the new lesson by identifying

some materials and describe their
properties.
(show pictures)

Other example of Presentation

Now, watch this video. Observe properly
the changes that materials undergo.
Identify the physical properties of
materials is shown.
3. Pre-Activity The learners will be grouped into 4. Each
group has a learning station assigned and
materials to prepare. They will have a
leader, a reporter and a recorder. They
will be given 1 activity sheet. Each group
will go around in 4 learning stations,
perform the procedure indicated and write
its observation in the activity sheet.

Emphasize the following: handle the

materials carefully.

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Ask the learners to enumerate the

standards for the group activity.
4. Activity Proper The learners will perform the given
activity
C. Explain
1. Group Reporting Each group will present its work. It will be
given 2-3 minutes only. It will use the
Activity Sheet given to them.
2. Discussion Based on the activity, what are the
physical properties of materials which
have you observed?
1. Ductility-property of solid to be
transformed into wires.
2. Porosity- the ability of a material to
hold liquid to a certain extent.
3. Brittleness- property of solid to be
broken into pieces.
4. Elasticity- property of solid to
return to its original shape after
being stretched.
5. Malleability-property of solid to be
hammered into sheets.
6. Flexibility-the ability of the
material to be bent without
breaking
7. Magnetic-the ability to attract
material.
8. Hardness-the ability of a material to
resist after being pressed and
scratched.

Can you give other examples of solid

materials which possess the said physical
properties.
D. Elaborate
1. Generalization What are the physical properties of solid
materials?

Other example of generalization

What have you learned today?
2. Application In the form of individual activity or group
activity.
3. Values Integration (it God provided us with bountiful materials
will integrate in any around us. How are we going to show our
part of the lesson plan. appreciation with these materials.
IV. Evaluate / Evaluation Identify the physical properties of solid
materials
(with pictures)

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V. Assignment List at least 3 examples of solid materials

in your home that possess the following
properties:

1. Brittleness
2. Elasticity
3. Porosity

Download one sample of Daily Lesson Log, please visit this link
https://www.depedresources.com/download-k-12-daily-lesson-log/.

 LEARNING ACTIVITY
Aside from the lesson plan sample given, research other lesson
plan format in other subjects which is aligned to k to 12 curriculum
and a learner-centered lesson plan. Research atleast two (2).

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