Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s.

2015)
Knowledge Categories: Behavioral Verbs:
The fact or condition of Remembering identify, retrieve, recognize, duplicate, list,
knowing something The learner can recall information and retrieve relevant knowledge from long-term memorize, repeat, describe, reproduce
with familiarity gained memory
through experience or interpret, exemplify, classify, summarize,
association
Understanding
The learner can construct meaning from oral, written and graphic messages infer, compare, explain, paraphrase,
discuss

Skills Applying execute, implement, demonstrate,

The ability and capacity The learner can use information to undertake a procedure in familiar situations or in a dramatize, interpret, solve, use, illustrate,
acquired through new way convert, discover
deliberate, systematic, Analyzing differentiate, distinguish, compare,
and sustained effort to The learner can distinguish between parts and determine how they relate to one contrast, organize, outline, attribute,
smoothly and another, and to the overall structure and purpose deconstruct
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe, critique,
the ability, coming from appraise, evaluate
one's knowledge, generate, hypothesize, plan, design,
practice, aptitude, etc., Creating
The learner can put elements together to form a functional whole, create a new develop, produce, construct, formulate,
to do something assemble, devise
product or point of view

Attitude Categories: List of Attitudes:

Growth in feelings or 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness,
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Respect, Honesty, Personal discipline,
A settled way of name, point to, reply, select, sit, Study, use Perseverance, Sincerity, Patience, Critical
thinking or feeling 2. Responding to Phenomena - Active participation on the part of the learners. thinking, Open-mindedness, Interest,
about someone or Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Courteous, Obedience, Hope, Charity,
something, typically compliance in responding, willingness to respond, or satisfaction in responding Fortitude, Resiliency, Positive vision,
one that is reflected in (motivation). Acceptance, Determined, Independent ,
a person’s behavior Gratitude, Tolerant, Cautious, Decisive,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help,
Self-Control, Calmness, Responsibility,
label, perform, practice, present, read, recite, report, select, tell, write
Accountability, Industriousness, Industry,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
Cooperation, Optimism, Satisfaction,
from simple acceptance to the more complex state of commitment. Valuing is
Persistent, Cheerful, Reliable, Gentle,
based on the internalization of a set of specified values, while clues to these values
Appreciation of one’s culture, Globalism,
are expressed in the learner's overt behavior and are often identifiable.
Compassion, Work Ethics, Creativity,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Entrepreneurial Spirit, Financial Literacy,
form, initiate, invite, join, justify, propose, read, report, select, share, study Global, Solidarity, Making a stand for the
4. Organization - Organizes values into priorities by contrasting different values, good, Voluntariness of human act,
resolving conflicts between them, and creating a unique value system. The Appreciation of one’s rights, Inclusiveness,
emphasis is on comparing, relating, and synthesizing values. Thoughtful, Seriousness, Generous,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Happiness, Modest, Authority,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Hardworking, Realistic, Flexible,
relate, synthesize Considerate,
5. Internalizing values - (Characterization): Has a value system that controls their Sympathetic, Frankness
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's principles or 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
standards of behavior; Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, Spirituality,
one's judgment of what name, point to, reply, select, sit, Study, use Inner Peace, Love of truth, Kindness,
is important in life. 2. Responding to Phenomena - Active participation on the part of the learners. Humble
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize 2. Maka-tao
Go beyond learner’s life compliance in responding, willingness to respond, or satisfaction in responding Concern for Others, Respect for human
on earth, include more (motivation). rights, Gender equality, Family Solidarity,
than wealth and fame, Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Generosity, Helping, Oneness
and would affect the label, perform, practice, present, read, recite, report, select, tell, write 3. Makakalikasan
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Care of the environment, Disaster Risk
millions from simple acceptance to the more complex state of commitment. Valuing is based Management, Protection of the
on the internalization of a set of specified values, while clues to these values are Environment, Responsible Consumerism,
expressed in the learner's overt behavior and are often identifiable. Cleanliness, Orderliness, Saving the
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, ecosystem, Environmental sustainability
form, initiate, invite, join, justify, propose, read, report, select, share, study 4. Makabansa
4. Organization - Organizes values into priorities by contrasting different values, Peace and order, Heroism and
resolving conflicts between them, and creating a unique value system. The emphasis Appreciation of Heroes, National Unity,
is on comparing, relating, and synthesizing values. Civic Consciousness, Social responsibility,
Harmony, Patriotism,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Productivity
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up activity to
give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard for new learning. It illustrates the
principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand. Critical points
are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the new concepts or
skills that are to be presented in the next part of the lesson.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized. This is
organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in this part of the lesson.
4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own environment.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich
with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill Demonstration, Group Activity
(Formal and informal observations of (e.g. Choral Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science Experiment
learners’ performance or behaviors are
recorded, based on assessment criteria)

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion, Interview,
Think-Pair-Share, Reading
Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model, Artwork, Multi-media
Presentation, Product made in technical-vocational subjects
Products
(Teachers judge the quality of products
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and Post Test, Diagnostic
(Teachers set tests or quizzes to determine Test, Oral Test, Quiz
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
learning 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?