SHS DLL Week 1 Research
SHS DLL Week 1 Research
SHS DLL Week 1 Research
S Grade Level 11
GRADE
D 11 Teacher Cynthia Balcena Learning Area Practical Research I
DAILY
Teaching Dates and Time June12-16, 2017 Quarter 1st
Ds
LESSON
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance a n d j o y
inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: The learner demonstrates understanding of: The learner demonstrates understanding of: The learner demonstrates understanding of:
1.the characteristics, strengths, weaknesses, and 1.the characteristics, strengths, weaknesses, 1.the characteristics, strengths, weaknesses, 1.the characteristics, strengths, weaknesses,
A. Content Standards kinds of quantitative research. and kinds of quantitative research. and kinds of quantitative research. and kinds of quantitative research.
2. the importance of quantitative research across 2. the importance of quantitative research 2. the importance of quantitative research 2. the importance of quantitative research
fields across fields across fields across fields
A. Content Standards 3. the nature of variables 3. the nature of variables 3. the nature of variables 3. the nature of variables
The learner is able to: The learner is able to: The learner is able to: The learner is able to:
decide on suitable quantitative decide on suitable quantitative research in decide on suitable quantitative research in decide on suitable quantitative research in
B. Performance Standards research in different areas of interest different areas of interest different areas of interest different areas of interest
C. Learning Competencies The learner: The learner: The learner: The learner:
/ Objectives Describes characteristics, strengths, Describes characteristics, strengths, Describes characteristics, strengths, weaknesses Describes
and kinds of
characteristics, strengths, weaknesses and kinds
Write the LC code for each weaknesses and kinds of quantitative research weaknesses and kinds of quantitative quantitative research of quantitative research
research
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research
III. LEARNING
RESOURCES
A. References
1. Teacher’sGuide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros
Research Methids and Thesis Writing by Calmorin Research Methids and Thesis Writing by Research Methids and Thesis Writing by Research Methids and Thesis Writing by
B. Other Learning Resources Research Guide by Dr. Biton Calmorin Calmorin Calmorin
Research Guide by Dr. Biton Research Guide by Dr. Biton Research Guide by Dr. Biton
Monday Tuesday Wednesday Thursday Friday
IV. PROCEDURES
Orient students about Subject description, Review students about the use and
contents and requirements as well as For each of the skills, give For each of the skills, give importance of scientific method.
the Grading System. yourself a grade on a scale of yourself a grade on a
A. Reviewing previous
lesson or presenting the 1(low) to 10 (high). scale of 1(low) to 10 Differentiate quantitative and qualitative
new lesson Which skills do you consider (high). research.
yourself to be best at? Which skills do you consider
yourself to be best at?
What is research? What is research? Vocabulary practice:
B. Establishing a purpose 1. Searching for a theory, for testing 5. Searching for a theory, for testing
for the lesson theory for problem solving theory for problem solving
Have a dialog with your partner. Use
newly learned words in your
2. It means a problem was identified 6. It means a problem was identified conversation.
and it needs solution or and it needs solution or
improvement improvement Image Intensifier:
3. A systematic controlled, empirical, 7. A systematic controlled, empirical, Refer to reference pp. 8-9.
and critical investigation of and critical investigation of
hypothetical propositions about the hypothetical propositions about the
presumed relations among natural presumed relations among natural
phenomenon (Kerlinger, 1973) phenomenon (Kerlinger, 1973)
1.
Discuss the Methods of Research: Discuss the Methods of Research:
Having obtained much knowledge
E. Discussing new concepts Scientific Method and Science Investigatory Scientific Method and Science Investigatory quantitative and qualitative research,
and practicing new skills #2
Project Project students will compare and contrast
the two based on some standards or
criteria.
1.
Concept Elaboration pls refer to the Concept Elaboration pls refer to the Concept Explanation:
F. Developing mastery reference book pp. 5-6. reference book pp. 5-6.
(Leads to Formative Assessment 3) Refer to pp. 10-11.
I. Evaluating learning Concept Elaboration pls refer to the Concept Elaboration pls refer to the
reference book pp. 5-6. reference book pp. 5-6. Concept-Learning Assessment
J. Additional activities for Concept Transformation: Examine the set up Concept Transformation: Examine the set Concept Transformation
application or of your family, your school, organization you up of your family, your school,
remediation are a member in. Which aspect of each organization you are a member in. Which Ponder on the headlines of big newspaper
group do you want to know more through aspect of each group do you want to know in town or on some TV programs; then, try
inquiry or research? more through inquiry or research? asking quantitative questions about them.