NLC CapB Demo in Science - Visayas

CAPACITY BUILDING OF CHIEF
TRAINERS ON THE IMPLEMENTATION

OF THE NATIONAL LEARNING CAMP
(Visayas Cluster 1)
Lecture Demonstration on
Using T-L Materials (Lesson 1)
in Science for
 Enhancement
 Consolidation
PLACEMENT OF LEARNERS IN THE DIFFERENT CAMPS
Using Academic performance in the
immediately preceding SY
Enhancement Camp
Consolidation Intervention Camp
Camp
Advanced learners
(Outstanding & Very Learners who need further practice and application of the Learners who are yet to grasp
Satisfactory in their previously taught learning competencies (Satisfactory & the Fundamental Math and/or
Academic Performance) Fairly Satisfactory), learners who did not meet the English skills whether they met
expectation in Science, and learners who did not meet or did not meet the expectation
expectation in English and Math but have already excellent (if they did not meet the
fundamental skills in Math and Reading (if they did not
meet the expectation, they will be rated using Do 8 s. 2015)
expectation, they will be rated
using DO 8 s. 2015)
Lesson Components Short
Overview
Sample Lesson Plan
Sample Lesson Plan
Sample Lesson Plan
Lesson Components
1 2 3 4 5
• Short • Lesson • Lesson • Lesson • Lesson

Review Purpose / Language Activity Conclusion
Intention Practice
Lesson Component 1
Short Review Section
(7 minutes)
Lesson Component 1
This component offers teachers the chance
to:
 Settle the class quickly

 Review or preview previously encountered
information
 Address previous content in the form of a
few targeted questions that are relevant
to the current lesson
Lesson Component 1
This component offers teachers the chance
to:
 Elicit answers from the class to reinforce

the important content needed for the lesson
 Note what students already know
 Address briefly issues that may arise
Sample Lesson Plan
Component 1
Lesson Component 2
Lesson Purpose / Intention
(3 minutes)
Lesson Component 2
 This component offers teachers a chance
to acquaint students with the purpose
and/or intention of the lesson.
 Linking students’ prior knowledge or

experience to their levels of
understanding.
Lesson Component 2
 This component is an appropriate time to
address what students might expect/aim
to achieve, i.e., their lesson goal(s)
 Teachers should clarify, in clear

language, the learning intention for the
students as well as what success will
look like
Sample Lesson Plan
Component 2
Lesson Component 3
Lesson Language Practice
(5 minutes)
Lesson Component 3
 Component 3 concerns language use in:
Speaking Hearing Listening Comprehending

Lesson Component 3
 The focus is on: to
understand
Words or the lesson
phrases that
are to be used
… potential to
cause
difficulties
Lesson Component 3
 The language identified is restricted to less than 6
words/phrases so that there is enough time to use a
variety of approaches in the practice within the time
available
Sample Lesson Plan
Component 3
Lesson Component 4
Lesson Activity
(25 minutes)
Lesson Component 4
 It addresses the “key idea” for the lesson.
 It is about students applying known content to
solve non-routine problems.
 Requires students to interpret/understand the
meaning of the ‘stem’ (stimulus, passage/text or
diagram, first part of the problem) correctly
before answering questions of differing degrees
of complexity related to the stem.
Lesson Component 4
 Component 4 has three aspects:
Reading and Solving the

Solving the First
Understanding Second Set of
Set of Questions
the Stem Questions
Sample Lesson Plan
COMPONENT
4
Component 4A: Reading and
Understanding the Stem
Involves understanding the language of the stem

Purposes of Component 4A
 The teacher to model fluent reading of the
stem (first)
 Students to read the passage or describe the
figure, etc
 Any unfamiliar language to be identified
 Students to hear and experience fluency in
reading the stem
Component 4B: Solving the First Set of
Questions
Involves a set of questions associated with the stem

Highlights of Component 4B
 Students will need to refer to the stem as
they prepare to answer set of questions.
 Students write down responses or attempts
at each question.
 Every student in the class is expected to
have a response for each question.
Highlights of Component 4B
 Remember, it is OK for students to make
errors.
 All students starting on the same set of
questions at the same time.
 When finished, students provide answers to
the questions and the teacher marks the
questions.
 Time should be used to have discussion,
explanation, reasoning, etc. about the
answers.
Component 4C: Solving the Second Set of
Questions
Offers a new start for students regardless of how they performed in

Component 4B
Highlights of Component 4C
 Undertaking a new set of questions related

to the same stem.
 It allows a refresh for student brain
processing as a new starting point.
 It also allows the class to become centered
around all students starting a new activity.
Purposes of Component 4C
Practical way to bring all students back
together to proceed as a group
• The issues discussed can be considered by every
student at the same time.
Teacher will understand and practice
activities where different sets of
questions can be used with a single stem
• Students obtain more problem-solving or
comprehension practice on specific content.
Lesson Component 5
Lesson Conclusion
(5 minutes)
Highlights of Component 5
 Designed to offer a student-focused wrap-up to
the main intentions of the lesson.
 The focus is on the whole lesson.
 In particular, helping students reflect on their
progress, achievement of goals, and their
performance and understanding during the lesson
Highlights of Component 5
 Has a high metacognitive aspects for students –
students thinking about their thinking – which
can be further enhanced by teacher modelling.
 A teacher may use a diagram or picture to
facilitate a discussion about Component 4 as a
catalyst to stimulate student discussion and
reflection.
Sample Lesson Plan
Component 5
Lesson Components Short
Overview
Link for the Science Breakout Materials

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CAPACITY BUILDING OF CHIEF

TRAINERS ON THE IMPLEMENTATION

• Short • Lesson • Lesson • Lesson • Lesson

 Settle the class quickly

 Elicit answers from the class to reinforce

 Linking students’ prior knowledge or

 Teachers should clarify, in clear

Speaking Hearing Listening Comprehending

Reading and Solving the

Involves understanding the language of the stem

Involves a set of questions associated with the stem

Offers a new start for students regardless of how they performed in

 Undertaking a new set of questions related

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