Iplan - DLP - Format - PR1 - Understanding Data - Researchdesigns
Iplan - DLP - Format - PR1 - Understanding Data - Researchdesigns
Iplan - DLP - Format - PR1 - Understanding Data - Researchdesigns
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP Learning Area: PRACTICAL RESEARCH 1 Grade Level: 11 Quarter: Duration:
No.:______ QUARTER 2 ______
MODULE 1
Learning Competency/ies: The learner: Code:
(Taken from the Curriculum Guide) 1. chooses appropriate qualitative research design. CS_RS11-IVa-c-1
Key Concepts / The learner is able to describe qualitative research designs, sample and data collection and analysis
Understandings to be procedures.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience Understanding interpret, exemplify, classify, Compares and contrasts the different qualitative
The learner can construct meaning from oral, written and summarize, infer, compare, research designs.
or association explain, paraphrase, discuss
graphic messages
3. Learning Resources Materials: laptop, Power Point Presentation, SLMs (Practical Research 1), MELCs
4. Procedures
4.1 Introductory Activity (3-5 minutes). This part introduces the lesson 5 W’s: The students will be grouped according to their research teams. The
content. Although at times optional, it is usually included to serve as a warm-up teacher will flash a sample topic on screen, in which the students will
activity to give the learners zest for the incoming lesson and an idea about what it to analyze, discuss and answer using the 5 W’s. Two representatives from
follow. One principle in learning is that learning occurs when it is conducted in a different teams will be called randomly to present their answers.
pleasurable and comfortable atmosphere.
Processing Questions:
Yes/ No…etc
2. Is it possible to work on old and
new theories?
A discussion of the topic (Understanding Data and Ways to Systematically Collect
Data) follows, and the teacher will be asking questions. Each of the five approaches
will be discussed, and students may be asked to give their opinions.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills Chart it on!
that should be enhanced, and the proper attitude that should be emphasized. This is Students will complete the chart with the needed information on the distinguishable
organized as a lecturette that summarizes the learning emphasized from the activity, characteristics of the five approaches of qualitative research design. The teacher will
analysis and new inputs in this part of the lesson. clarify and elaborate the key concepts.
The students will be grouped according to their research teams and will discuss
among themselves as to what appropriate qualitative research design will they
use in their study.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been Students will answer the Assessment on pages
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) 8-9 (15 items only).
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
6. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
s relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: Jenenn Ann A. Cacayan School: Ramon Duterte Memorial National High School
Position/Designation: Teacher II Division: Cebu City
Contact Number: 0927732 5764 Email address: [email protected]
Bibliography: