Prof Ed 103-Facilitating Learner –Centered

Teaching Unit 5: Learner-centered Lesson Plans

Written report
In
Facilitating
Learner- Centered
Teaching
SUBMITTED TO:

MRS. SHIRLEY SHING MILANES

SUBMITTED BY:

RONALD NARAJA
VALEREY OMILIO
ERICA DELA CRUZ POSADAS
MARK WENDEL SALVADOR
MARY GRACE SORIANO
ALLIAH SISON
MADELYN SANTIAGO
BABYJANE TAMAYO
CAMILLE TAPIADOR
VOLTAIRE JOHN UNTALAN
JASTINE VELASQUES
JOPAY ZARATE

YEAR/SECTION:
BSEd FILIPINO 1-A

PANGASINAN STATE UNIVERSITY 1

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

I. Introduction
Student Centered Learning (SCL) is an approach that allows students to take ownership of their
learning instead of sitting passively and listening as the teacher delivers instruction. In SCL students
create learning goals. In addition, students engage with others, often by using technology, to construct
their learning. Finally, students monitor their progress, reflect on their learning, and make revisions to
their goals based on these reflections. During this process, teachers facilitate learning by providing
appropriate scaffolds to support student learning.

This approach is motivating and engaging for students because it incorporates interaction with others,
often through the use of technology. Likewise, students are encouraged to pursue individual interests
and learning preferences are considered.

II. Learning Objectives

At the end of the unit, the preservice teacher (PST) can:
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 a 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 styles and backgrounds (i.e. linguistic, cultural,
socio-economic and religious)

III. Learning Content

A. The Learner-centered Lesson Plan

1. Detailed lesson vs. Daily lesson log

2. Parts of the learner centered lesson plan

DO 42, s. 2016
“Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
 It affirms 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.

Daily Lesson Log (DLL) Vs. Detailed Lesson Plan (DLP)

 Daily Lesson Log is a template that teachers used to log parts of their daily lessons. It covers a
day's or a week's worth of lessons. As a DepEd guideline, Teachers with at least one year of
teaching experience may use the DLL.

 Detailed Lesson Plan is a thorough description of a teacher's instructions for a particular class.
DLP is particularly for newly-hired teachers or teachers who join DepEd without any
professional teaching experience.

PANGASINAN STATE UNIVERSITY 2

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

Parts of DLL

I. Objectives
II. Content
III. Procedures
(which includes review/ motivation, discussion, application, generalization, evaluation and remediation)
IV. Remarks
V. Reflection

Parts of DLP

I. Objectives
II. Content
III. Procedures
IV. Generalization
V. Application
VI. Evaluation
VII. Assignment

 DLL and DLP preparation is part of teacher's core function as a facilitator of learning inside the
classroom.

A good DLL/DLP includes:

1. 21st Century Skills (4 C's)

2. Teaching Guide and Learning Modules (GRASPS)
3. Differentiated Instruction (RILE)
4. Contextualization and Localization (REACT)
5. Assessment (Formative and Summative)

PURPOSE OF LESSON PLAN

A. USED AS GUIDE FOR THE TEACHER

 They don’t have to think on their feet.
 Gives the teacher a starting point.
 They build on previous teaching and prepare for coming lessons
B. PROVIDES DIRECTION
 They are clear on the procedure to follow.
C. GIVES TEACHER A SENSE OF SECURITY AND CONFIDENCE
 They don’t lose face in front of their learners.
D. PROVIDES RECORD
E. HELPS KEEP GOOD CLASSROOM MANAGEMENT
 When a lesson works well, students not only learn- they behave.
 Classroom management + Well-designed lesson = Higher Achieving Students
F. FOR THE LEARNER
 They realize that the teacher cares for their learning.
 They attend a structured lesson: easier to assimilate
 They appreciate their teacher’s work as a model of well-organized work to imitate.

PANGASINAN STATE UNIVERSITY 3

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

Objectives of Lesson Plan

 Inform students why they are with you
 What they will be able to do
 Objectives should also follow the „S.M.A.R.T rule‟:
Specific

Measurable
Attainable
Result-oriented
Time bound

ANTICIPATORY SET
 Get class ready to learn
 Motivates students
 Hint to the theme

INSTRUCTIONAL INPUT
 Teaches skill
 Presents information
 Lecture, demo, pictures, etc.

MODELLING
 Show the students
 Use examples

ACTIVITIES
 May be predefined by the teacher.
 Teacher and student activities defined together with “intents” and “displays.”

DISPLAYS
 Learning materials which are typically displayed and used in an instructional setting.
 Pictures, written materials, spoken words, maps, etc.

INTEGRATION OF TECHNOLOGY IN THE CLASSROOM

 SMART Board
 Power Point
 Overhead Projectors
 Internet

GUIDED PRACTICE
 Teacher is available.
 Supervise students as they learn.
 Catch mistakes immediately.

INDEPENDENT PRACTICE
 Teacher is unavailable.
 Student’s practice learning on their own.

PANGASINAN STATE UNIVERSITY 4

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

TYPES OF ASSIGNMENT
1. Whole class
2. Small groups
3. Workshops
4. Independent work
5. Peer learning
6. Contractual learning

LEARNING OUTCOMES
Cognitive Outcomes
Intellectual outcomes. They involve the application of facts, theories and concepts.

Psychomotor Outcomes
They describe skills the learner develops (Physical).

Affective Outcomes
They describe feelings and attitudes which shape our behavior towards people, work and our
world (behavioral).

CHECK FOR UNDERSTANDING

 2 way Q and A- Ongoing

EVALUATION/REFLECTION
 Used to assess students knowledge.
 Provides grades for report cards.
 Keeps parents updated.

DOs
 Be specific.
 Anticipate problems.
 Decide timing.
 Have materials ready.
 File your plan for the future.

DON'Ts
 Avoid to many details.
 Do not use complex terms or words.

B. INSTRUCTIONAL LEARNING PROCESS

 Teaching content
 Lesson planning
-Pre-planning
-Lesson planning
-Implementation
-Evaluation

PANGASINAN STATE UNIVERSITY 5

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

What do we mean by content?

 Successfully motivating students to learn about subject content begins by activating their prior
knowledge of the subject topic. Photos can be a great way of doing this, stimulating learners’ curiosity
and getting them talking. Once you’ve done this, you can start presenting new content vocabulary and
concepts. An effective way of doing this is to show some relevant videos showing the new content in
context, with explanations.

LESSON PLAN
 A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and
how learning will be measured. Lesson plans help teachers be more effective in the classroom by
providing a detailed outline to follow each class period.

Pre-planning
Pre-planning is the stage of lesson planning that focuses on making decisions about what direction the
lesson will go in, based on student needs, requirements, curriculum, and any other influences that may be
at work in your classroom.

Implementation Plan
The purpose of the implementation plan is to provide a format in which to: Define the tasks/actions
required to implement each selected best practice. Develop a communication/training and
implementation plan. Set a timeframe and target dates for the completion of tasks/actions
and communication/training.

Evaluation
Evaluation is the collection of, analysis and interpretation of information about any aspect of a
programme of education or training as part of a recognized process of judging its effectiveness, its
efficiency and any other outcomes it may have.

C. LESSON CHUNKING AND MICROTEACHING BASICS

Basic Concepts
 Microteaching is a teacher training technique for learning skills. It employs real teaching
situation for developing skills and helps to get deeper knowledge regarding the art of teaching.
 The Standford technique involve the steps of plan, teach, observe, re-plan, re-teach, and re-
observe.
 Effective student teaching should be the prime quality of a teacher. As an innovative method of
equipping teachers to be effective, skills and practices of microteaching have been implemented.

CHUNKING
Rationale
 A Chunking activity involves breaking down a difficult text into more manageable pieces and
having students rewrite these “chunks” in their own words. You can use this strategy with
challenging texts of any length. Chunking helps students identify key words and ideas, develops
their ability to paraphrase, and makes it easier for them to organize and synthesize information.

PROCEDURE
Preparation
 Chunking can be used with challenging texts of any length. A paragraph can be chunked into
phrases and sentences, while a reading of several pages can be chunked into paragraphs or
sections. It is often helpful to have students record information about each “chunk” in a graphic
organizer, which you may want to prepare in advance.

PANGASINAN STATE UNIVERSITY 6

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

Review Reading Strategies

 Before having students work on paraphrasing the text, it is helpful to go over specific decoding
strategies. You may want to post the following “reading reminders” on the board:Circle words
that are unfamiliar.
 Use context clues to help define these words.
 Look up the meaning of unknown words.
 Write synonyms for these new words in the text.
 Underline important places and people and identify them.
 Read aloud.
 Read multiple times.

Chunk the Text

 “Chunking the text” simply means breaking the text down into smaller parts. Sometimes teachers
chunk the text in advance for students, especially if this is the first time students have used this
strategy. Other times, teachers ask students to chunk the text. Students can work on chunking
texts with partners or on their own. Depending on students’ reading level, the lengths of chunks
can vary. A struggling reader may work with phrases rather than sentences. A stronger reader can
often work with longer chunks.

PRINCIPLE UNDERLYING MICROTEACHING

1. Principle of One Skill at a Time
 In microteaching, training of one kill is given until the person has acquired mastery over it. Then
the second skill is taken up and so on. Thus, we find that microteaching based on the example on
the principle of giving training of one skill at a time.

2. Principle of Limited Contents

 Microteaching, limited contents are taken up and the teacher is required to use those contents
only. It helps the beginner teacher teach that limited material easily and confidently.

3. Principle of Practice
 Micro-Teaching is based on the sound principle of practice. Here lot of practice is given by
taking up on is skill at a time. Practice makes a man perfect. It helps the pupil- teacher in
becoming better and better.

4. Principle of Experimentation
 The pupil-teacher and the supervisor conduct experiment on teaching skills under controlled
conditions. Variables like time duration of the lesson, contents of the lesson to be taught, number
of students sitting in the class etc., can be easily controlled.

5. Principle of Immediate Feedback

PANGASINAN STATE UNIVERSITY 7

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

 The micro lesson lasts for four or five minutes only. Thereafter, feedback is provided to the
pupil-teacher. It helps the pupil-teacher to know his drawbacks and improve them effectively
without any delay.

6. Principle of Evaluation
 In Micro-Teaching, each micro lesson is supervised by the supervisor or the peers. Drawbacks in
teaching are pointed out and suggestion for improvement is given. Self-evaluation is also
possible. Thus, evaluation ensures good learning by the pupil-teacher.

7. Principle of Continuity
 Learning of different skills of teaching is a continuous process in Micro-Teaching programme.
The pupil-teacher is learning one skill at a time and learning continues till he has mastered the
skill. For each skill, the principle of continuity is implied. It makes the teacher good and
effective.

8. Principle of Individualized Training

 In Micro-Teaching, each trainee is given training very thoroughly. There is individual attention
by the supervisor. The drawbacks in teaching are pointed out, suggestions given one by one and
thus improvement is brought about.

INVOLVES A PROGRAMME OF MT
1.A particular skill is defined to students in terms of specific teaching behaviours.

2. The teacher-educator can be given a demonstration lesson where the particular skill is employed.

3. The pupil-teacher then pre-decided model on a suitable topic relating to the particular skill which he
proposes to practice.

4. The pupil-teacher teaches the lesson to a small group of pupils; preferably of peer group is a simulated
condition.

5. Feedback is provided immediately to the pupil-teacher by audiotape or video-tape recorder.

6. The observation schedule maintained by the college supervisor and peer group observers can provide
useful information for the feedback session. This session is sometimes called ‘critique session.

7. The revised lesson is re-taught to a different but comparable group of pupils.

8. The lesson is again observed and observations are noted in the performs. Feedback is again provided
on the re-teach session. This step is called ‘re-feedback session’.

9. The plan, teach, feed-back, re-plan, re-teach and re-feedback sessions will constitute a single micro-
teaching cycle. This cycle may be repeated till adequate level of skill acquisition takes place.

PANGASINAN STATE UNIVERSITY 8

Prof Ed 103-Facilitating Learner –Centered
Teaching Unit 5: Learner-centered Lesson Plans

IV.Learning Activities
Activitu: Essay.

1. What are the difference between Daily Lesson Log (DLL) and Detailed Lesson Plan
(DLP)?

2. Why Lesson Planning is important not only in teachers, but in students as well?

V. References:

Doyle, M., & Holm, D. T. (1998). Instructional planning through stories: Rethinking the
traditional lesson plan. Teacher
Education Quarterly, 69-83.
Baylor, A., Kitsantas, A., & Chung, H. (2001). The instructional planning self-reflective
tool: A method for promoting effective lesson planning. Educational Technology, 41(2),
56-59.

Ball, A. L., Knobloch, N. A., & Hoop, S. (2007). The instructional planning experiences
of beginning teachers. Journal of Agricultural Education, 48(2), 56-65.

Milkova, S. (2012). Strategies for effective lesson planning. Center for Research on
learning and Teaching, 1-4.

Farrell, T. S. (2002). Lesson planning. Methodology in language teaching: An anthology

of current practice, 30-39.
Websites:
https://sites.google.com/a/charlton.k12.ga.us/meaganoakley/student-centered-learning-lesson-plan
https://prezi.com/rjcdumawju-s/daily-lesson-log-dll-and-daily-lesson-plan-dlp/
https://www.slideshare.net/mobile/martianne21/lesson-plan-lesson-planning
https://www.slideshare.net/thanuja01/microteaching-125629533

PANGASINAN STATE UNIVERSITY 9