system-of-learning-plan-preparation1-220829142420-7543f35c (1) (1).pptx
- 1. SYSTEM OF LEARNING PLAN PREPARATION Retooling of OCI Coordinators on: School Year 2022-2023
- 2. OUR SCENARIO: DICES FLEX 3.0 ■ Transitioning from Distance Learning Modality (Online or Modular) to Onsite or F2F Learning ■ Progressive face-to-face learning modality with the goal of observing the regular class schedule of 4-5 hours face-to-face classes and asynchronous/ independent learning activities; 4 days a week observing a 1-day strategic rest. ■ Lectures, discussions, and activities are conducted face to face to encourage a more engaging and effective learning process. It allows instant feedback and clarification during their scheduled class hours. ■ Instructional videos, slide presentations, and other curriculum materials in digital form may be utilized in delivering the lesson. ■ Onsite learners may be provided with the printed modules as one of the academic materials on top of the prescribed book for every subject. ■ Onsite learners may accomplish their formative learning activities through paper and pen activities or online through the LMS.
- 5. Purpose ■ Lesson planning is a significant element of teaching –learning system. It is a step by step guide that provides a structure for an essential learning. ■ Before planning a lesson, it is essential to classify the learning outcomes for the class. It is important because it helps the teacher in maintaining a standard teaching pattern and does not let the class deviate from the topic. ■ A lesson plan provides a general outline of teaching goals, learning objectives, and means to accomplish them, and by no means exhausted. ■ A productive lesson is one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
- 9. STEPS FOR PREPARING A LEARNING PLAN
- 13. 1. Identify the Learning Objectives COMPETENCY vs. OBJECTIVE
- 14. LEARNING COMPETENCIES ■ Learning competencies are main ideas or skills you expect students to master. These are skill standards that specify the level of KSA required for success as well as potential measurement criteria for assessing competency attainment.
- 15. LEARNING OBJECTIVES ■ Learning objectives describe what the learners should be able to achieve at the end of the learning period. ■ Learning objectives should be specific, measurable statements and written in behavioral terms (KSA)
- 16. LEARNING OBJECTIVES ■Knowledge - Cognitive ■Skills - Psychomotor ■Attitude - Affective
- 18. Identify the Learning Objectives Characteristics: Clearly stated task-describe specific and achievable tasks( such as “describe “, “ analyze “ or evaluate ) Important Learning goals - describe the essential learning in which a student must achieve. Achievable - can be achieved within the given period and sufficient resources are available. Demonstrable and measurable - can be demonstrated in a tangible way, achievement and quality of achievement can be observed. Fair and equitable – all students have a fair chance of achieving them. Linked to course and program objectives - consider the broader goals.
- 19. ANONG MALI? MELC: Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB-Iif-3.3) MGA LAYUNIN: 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakasusulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 20. ITO ANG WASTO MELC: Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB- Iif-3.3) MGA LAYUNIN: 1. Nakikilala ang mga bahagi at layunin ng talaarawan, journal o anekdota. (K) 2. Naipapaliwanag ang mga detalye mula sa binasang talaarawan, journal o anekdota. (S) 3. Naipapahayag ang kahalagahan ng pagbibigay ng tamang sagot sa katanungan mula sa nabasang talaarawan, journal o anekdota. (A)
- 21. Plan to ASSESS student understanding ■ Assessments provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives. ■ Planning for assessment allows finding out whether the students are learning.
- 22. Plan to ASSESS student understanding It involves making decisions about: •The number and type of assessment task that will best enable students to demonstrate learning objectives for the lesson(Formative/Summative) •The criteria and standards that will be used to make assessment judgements(Rubrics)•Student roles in the assessment process (Self- assessment / Peer assessment) •The weighting of individual assessment task and the method by which individual task judgements will be combined into a final grade. •The provision of feedback (giving feedback to students on how to improve their learning, as well as giving feedback to instructors how to refine the teaching)
- 23. Plan the specific learning activities ■ When planning learning activities consider the type of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning. ■ Activities should be directly related to the learning objectives and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards the objectives.
- 24. Questions to think about as you design the learning activities: ■ What will I do to explain the topic? ■ What will I do to illustrate the topic in a different way? ■ How can I engage students in the topic? ■ What are the some relevant real-lie examples, analogies, or situation that can help students understand the topic? ■ What will students need to do to help them understand the topic better?
- 25. Learning activity in the lesson must be aligned to the lesson’s learning objectives. Meaningfully engage students in active, constructive, authentic and collaborative ways. It is useful when students are able to take what they have learned from engaging with the activity and use it in another context in real-life situations.
- 26. ANONG MALI? MELC: Nailalahad ang mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan (F10PN-Iia-b- 71) MGA LAYUNIN: 1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. 2. Naipaliliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. 3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa.
- 27. Plan to sequence the lesson in an engaging and meaningful manner.
- 28. Create a realistic timeline List at least 2 or 3 key concepts, ideas, or skills you want students to learn in the lesson. List of prioritized learning objectives will help make decisions on the spot and adjust the lesson plan as needed.
- 29. Strategies for creating a realistic time: ■ Estimate how much time each of the activities will take, then plan some extra time for each ■ When you prepare your lesson plan, next to each activity indicate how much time you expect it will take. ■ Plan a few minutes at the end of class to answer any remaining questions ant to sum up key points ■ Plan an extra activity or discuss question in case you have time left ■ Be flexible-be ready to adjust lesson plan to students’ needs and focus on what seems to be more productive rather than sticking to your original plan.
- 30. Plan for a lesson closure Provides an opportunity to solidify student learning. It is useful for both teachers and students. • Check for student understanding and inform subsequent instruction • Emphasize key information • Tie up loose ends • Correct students’ misunderstanding • Preview upcoming topics Ways in putting a closure to the lesson: •State the main points yourself (“Today we talked about... “) •Ask students to help summarize the lesson •Ask all students to write downa piece of paper what they think were the main points of the lesson.
- 31. Letting the students know what they will be learning and doing in class will help keep them more engaged and on track. Providing a meaningful organization of the class time can help students not only remember better, but also follow the presentation and understand the rationale behind the planned learning activities.
- 32. Functions of OCI Coordinators ■ Review and check the following curriculum materials in view of their alignment to DICES PVMCV such as: a. DICES Curriculum Maps b. Scope and Sequence Charts* c. Learning Activity Sheets d. Modules e. Learning Plans f. Alignment of curriculum materials to PVMGCV ■ Guide teachers in designing lessons and activities that employ effective teaching strategies to promote 21st century learning (PPST)
- 33. Competencies AN OCI COORDINATOR… ■ Updates oneself through seminars and trainings for curriculum development. ■ Applies learned skills in enriching the curriculum - Unpacking and enriching DepEd/ DICES Curriculum Guides/Map - Checking the alignment of CS, EU, PS, PT, FS, TG, and LCs, and their alignment in the PVMGCV - Checking of learning plans and giving recommendations - Reviewing and revisiting learning modules. ■ Aligns the curriculum materials with the school’s PVMGCV ■ Analyzes the curriculum map ■ Identifies points for improvement through annotations and gives recommendations to all curriculum materials.
- 34. Competencies AN OCI COORDINATOR… ■ Updates one’s self on innovative teaching and classroom management strategies. ■ Applies different teaching techniques to encourage total participation of students ■ Works with colleagues to model and share effective teaching techniques individually or in group.