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    DLL With Differentiated Instruction

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    Heilene Ethel Angcaya
    1. The document outlines a daily lesson log for a Practical Research 1 class, covering content from identifying the inquiry and stating the problem across four class meetings in one week. 2. Activities included examining research titles and significance of studies, discussing how to write statements of the problem and conceptual frameworks, and creating these components for student research proposals. 3. Constructivist teaching approaches like group presentations and questioning were used to discuss and practice the concepts.

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    © All Rights Reserved
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    DLL With Differentiated Instruction

    Uploaded by

    Heilene Ethel Angcaya
    148 views4 pages
    1. The document outlines a daily lesson log for a Practical Research 1 class, covering content from identifying the inquiry and stating the problem across four class meetings in one week. 2. Activities included examining research titles and significance of studies, discussing how to write statements of the problem and conceptual frameworks, and creating these components for student research proposals. 3. Constructivist teaching approaches like group presentations and questioning were used to discuss and practice the concepts.

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    DLL with Differentiated Instruction

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    1. The document outlines a daily lesson log for a Practical Research 1 class, covering content from identifying the inquiry and stating the problem across four class meetings in one week. 2. Activities included examining research titles and significance of studies, discussing how to write statements of the problem and conceptual frameworks, and creating these components for student research proposals. 3. Constructivist teaching approaches like group presentations and questioning were used to discuss and practice the concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    148 views4 pages

    DLL With Differentiated Instruction

    Uploaded by

    Heilene Ethel Angcaya
    1. The document outlines a daily lesson log for a Practical Research 1 class, covering content from identifying the inquiry and stating the problem across four class meetings in one week. 2. Activities included examining research titles and significance of studies, discussing how to write statements of the problem and conceptual frameworks, and creating these components for student research proposals. 3. Constructivist teaching approaches like group presentations and questioning were used to discuss and practice the concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    GRADE 1 to 12 School GENERAL VITO L.

    BELARMINO NATIONAL HIGH SCHOOL Grade Level 11


    DAILY LESSON LOG Teacher HEILENE ETHEL V. ANGCAYA Learning Area PRACTICAL RESEARCH 1
    Teaching Dates and Time Week 4 (November 25-29, 2020) Semester SECOND

    MONDAY TUESDAY WEDNESDAY THURSDAY


    A. Content Standard The learner demonstrates understanding of the value of The learner demonstrates understanding of the criteria in
    research in the area of inquiry. selecting, citing and synthesizing related literature

    The learner demonstrates understanding of the


    specificity and feasibility of the problem posed.
    B. Performance Standard The learner is able to formulate clearly statement of The learner is able to select, cite, and synthesize properly related
    Research problem. literature.
    C. Learning Competency/ The learner cites benefits The learner presents written statement of the problem.
    Objectives and beneficiaries of research CS_RS11-IIIc-e-6
    Write the LC code for CS_RS11-IIIc-e-6
    each.
    Objectives 1. Understand the 1. Identify the guidelines in 1. Identify the steps in 1. Understand how to make
    importance of the making Statement of the developing the conceptual the Theoretical Framework.
    significance of the study in Problem. framework. 2. Create the Theoretical
    making a research 2. Create the Statement of 2. Create the Conceptual Framework for their research
    2. Create Significance of the the Problem based on their Framework for their research proposal.
    Study based on their approved title. proposal.
    approved title as part of their
    Chapter 1.
    D. Pedagogical Constructivism Approach Constructivism Approach Constructivism Approach Constructivism Approach
    Approaches Activity-Based Activity-Based Activity-Based Activity Based
    I. CONTENT Identifying the Inquiry and Stating the Problem
    A. References
    1. Teacher’s Guide
    pages
    2. Learner’s
    Materials pages
    3. Textbook pages Baraceros, E.L. (2018). Practical Research 1. 1st Baraceros, E.L. (2018). Practical Research 1. 1st
    Edition.Sampaloc,Manila:Rex Bookstore,Inc. pp. 49-56 Edition.Sampaloc,Manila:Rex Bookstore,Inc.pp. 49-56
    4. Additional
    Materials from

    1|
    Learning
    Resource
    (LR)portal
    B. Other Learning PPT Presentation PPT Presentation PPT Presentation PPT Presentation
    Resource
    II. PROCEDUR These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
    ES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
    systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
    processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
    the time allotment for each step.
    A. Reviewing previous Review the previous Review the previous lesson. Review the previous lesson. Review the previous lesson.
    lesson or presenting lesson.
    the new lesson (4 pics 1 word) (Game) They will direct their inquiry to any Teacher will asks questions
    of their classmates, who in turn, to the student about the
    will also ask a question after topic that was discussed
    succeeding in answering the last meeting.
    question given to him/her.
    Questions must be related in the
    topic discussed last meeting.

    B. Establishing a Students will examine the Teacher will show an example Based on the assignment given by Relying on their stock
    purpose for the lesson different sample of of Research Title and the teacher last meeting. Ask the knowledge, students
    research titles. What do Statement of the Problem. Let following questions to the provide the meaning of the
    they think are the purposes the student identify how to students: given words. They will be
    of the following researchers make statement of the problem 1. What is theoretical framework? guided by some clues in the
    why they conducted that based on the given examples. 2. How important is theoretical given sentences.
    research? framework in research?
    C. Presenting
    examples/Instances of
    the new lesson
    D. Discussing new Discussion on how to make Discussion on how to make Discussion about Conceptual Discussion about
    concepts and Significance of the Study. Statement of the Problems. Framework. Theoretical Framework.
    practicing new skills #
    1
    E. Discussing new Let the student identify how Let the student analyze how to Let the student create the Let the student create the
    concepts and significant their study is. make Statement of the conceptual framework in their Theoretical framework in
    practicing new skills # Problem. study. their study.
    2
    F. Developing mastery Each group will present to Each group will present their Each group will present their Each group will present their
    (leads to Formative the teachers the Statement of the Problem Conceptual Framework through Theoretical Framework.

    2|
    Assessment 3) importance of their based on their approved title. diagrams or illustrations.
    research.

    G. Finding practical Ask the students how they Ask the students on how can Ask the students to compare the Ask the students to reflect
    application of can apply the lesson on they cope up with problems steps in making conceptual on the meaning of
    concepts and skills in their daily living. that they are encountering in framework to the steps that they theoretical Framework
    daily living life? are doing to solve their problems. which is the structure that
    can embrace or supported
    their research study.
    Let the students relate this
    meaning on their life.
    H. Making Ask the following question Ask the following questions to Ask the following questions to the Ask the following questions:
    generalizations and to the students: the students: students: 1. What is theory?
    abstractions about the 1 Why is significance of the 1. How do we formulate a 1. Why Conceptual Framework is 2. Why theoretical
    lesson study included in making statement of the problem? important in research? framework is important in
    research? 2. What are the steps in 2. What are the steps in research?
    problem formulation? developing the conceptual
    framework?
    I. Evaluating learning
    J. Additional activities for
    application or
    remediation
    III. REMARKS
    IV. REFLECTIO
    N
    A. No. of learners who
    earned 80% in the
    evaluation
    B. No. of learners who
    require additional
    activities for
    remediation who
    scored below 80%
    C. Did the remedial
    lessons work? No. of
    learners who have
    caught up with the
    lesson
    D. No. of learners who
    continue to require

    3|
    remediation
    E. Which of my teaching
    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?

    4|

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