Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
MUNICIPALITY OF TANZA
BIENVENIDO R. FOJAS MEMORIAL ELEMENTARY SCHOOL

HI-TEACH

Introduction

Instructional planning is the core duty of a teacher. It is a creative process that

allows teachers to synthesize their understanding of the teaching pedagogy
considering the knowledge of the learners, the curriculum, and the teaching context.
It is a time when teachers envision the learning they want to occur and analyze how
all the pieces of the learning experience should fit together to make that vision a
classroom reality.

There are a number of benefits to writing a lesson plan. First, lesson planning
produces more unified lessons ( Jensen, 2001). It also allows teachers to evaluate
their own knowledge with regards to the content to be taught (Reed & Michaud,
2010). Lastly, a teacher with a plan, then, is a more confident teacher (Jensen,
2001). The teacher is clear on what needs to be done, how, and when. The lesson
will tend to flow more smoothly because all the information has been gathered and
the details have been decided upon beforehand. The teacher will not waste class
time flipping through the textbook, thinking of what to do next, or running to make
photocopies. The teacher’s confidence will inspire more respect from the learners,
thereby reducing discipline problems and helping the learners to feel more relaxed
and open to learning.

School Findings

The data presented below described the teachers’ competence in planning

instruction. Through documentary analysis – lesson studies- key indicators which
were perceived to be challenging for teachers were identified.

For Bienvenido Fojas ES, a total of 36 teachers submitted their lesson plans
and were subjected to analysis to determine the least-evident indicator in their
instructional plans.
 No. of Teachers Who Need
THE TEACHER:
Technical assistance

1. Applies knowledge of content within

and across curriculum 34
teaching areas
2. Uses a range of teaching strategies that
enhance learner 30
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies
to develop critical and 30
creative thinking, as well as other higher-order
thinking skills

4. Manages classroom structure to

engage learners, individually or
in groups, in meaningful exploration, discovery 30
and hands-on
activities within a range of physical learning
environments
5. Manages learner behavior
constructively by applying positive
and non-violent discipline to ensure learning- 25
focused
environments
6. Uses differentiated, developmentally
appropriate learning
experiences to address learners' gender, 30
needs, strengths, interests
and experiences
7. Plans, manages and implements
developmentally sequenced
teaching and learning processes to meet 31
curriculum requirements
and varied teaching contexts
8. Selects, develops, organizes, and uses
appropriate teaching and
31
learning resources, including ICT, to
address learning goals
9. Designs, selects, organizes, and uses
diagnostic, formative and
summative assessment strategies 25
consistent with curriculum
requirements
Specific Findings:
1. Among the indicators, Indicator 1 Applies knowledge of content within and
across curriculum teaching areas proved to be challenging, 34 teachers
whose lesson plans failed to meet such indicator.

2. Indicator 7 Plans, manages and implements developmentally sequenced

teaching and learning processes to meet curriculum requirements and varied
teaching contexts and Indicator 8 Selects, develops, organizes, and uses
appropriate teaching and learning resources, including ICT, to address
learning goals were also non-evident in the lesson plans.

3. Among the indicators, Indicator 9 Designs, selects, organizes, and uses

diagnostic, formative and summative assessment strategies consistent
with curriculum requirements and Indicator 5 Manages learner behavior
constructively by applying positive and non-violent discipline to ensure
learning-focused environments were the most evident indicators.

Plans for Professional Development

Citing these, the school administration will conduct LAC sessions with the
following topics as presented in the table below:

LAC Session Topic Date Resource Person Reference

(Indicator)
Indicator 1 Applies September Domingo R. Cueto PPST Resource
knowledge of content 12, 2018 Package Module 1
within and across 4:00-5:00 pm
curriculum teaching
areas
Indicator 7 Plans, September Domingo R. Cueto PPST Resource
manages and 13, 2018 Package Module 7
implements 4:00-5:00 pm
developmentally
sequenced
teaching and learning
processes to meet
curriculum
requirements and
varied teaching
contexts
Indicator 9 Selects, September Angeli Gatdula PPST Resource
develops, organizes, 14, 2018 ICT Coordinator Package Module 9
and uses 4:00-5:00 pm
appropriate teaching
and learning
resources, including
ICT, to address
learning goals

References:
Department of Education. Resource Package Module 1 Applies knowledge of
content within and across curriculum teaching areas
Department of Education. Resource Package Module 7 Plans, manages and
implements developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts
Department of Education. Resource Package Module 9 Selects, develops,
organizes,
and uses appropriate teaching and learning resources, including ICT, to
address learning goals
Jensen, Linda (2001). Planning Lessons. Retrieved from
http://caite.fed.cuhk.edu.hk/projects/english-flipped/modules/m6/files/S9-Jensen-
planning_lessons.pdf
Reed & Michaud, 2010. Goal-Driven Lesson Planning for Teaching English to
Speakers of Other Languages. University of Michigan: Michigan

Prepared by:

DOMINGO R. CUETO
Principal I