Thank you, Ma’am Angel. I truly appreciate your kind and warm introduction.

Good afternoon, fellow educators, the purveyors of change! First and foremost, I would like to thank you for
inviting me as resource speaker for your LAC session. It is hoped that this session will be an engaging,
meaningful, and challenging professional learning experience for us!
Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997 through Board
Resolution No. 435 by the Board of Professional Teachers states that “every teacher shall uphold the
highest standards of quality education, shall make the best preparations for the career of teaching, and
shall be at his best at all times in the practice of his profession.” This policy is intended to assist teachers in
preserving high standards for education by reiterating the significance of lesson planning through the
creation of Daily Lesson Logs (DLL) or Detailed Lesson Plans (DLP). These recommendations are
ultimately intended to help teachers manage instruction and one of their primary responsibilities—
facilitating learning in the classroom—effectively.
It is frequently associated with the term ‘curriculum’ and generally refers to the teaching methods and
learning activities that a teacher uses to deliver the curriculum in the classroom. The terms ‘teaching’ and
‘instruction’ are often used interchangeably. Instructional process is made up of three (3) steps: (1)
planning instruction; (2) delivery of instruction; and (3) assessment of learning. It is a procedure that is
created, planned, and implemented to keep things running smoothly and efficiently in the classroom. This
implies that teaching begins before a teacher even enters the classroom to begin a lesson. This also
implies that teachers are expected to be able to organize and develop a plan for teaching, implement the
plan, and evaluate the plan's effectiveness.
According to Virginia Department of Education, instructional planning is the process of determining what
learning opportunities students in school will have by planning the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods, and deciding on the pacing and
allocation of instructional time.
The purpose of instructional planning is to ensure that teachers are adequately prepared to meet the
educational goals of all students, including utilizing various tools to design comprehensive lesson plans that
meet the curriculum objectives of institutions and their communities. Additionally, instructional planning
involves collaborating with coworkers, administrators, families, and other professionals to promote student
growth and development, with particular attention being paid to student’s cognitive, social, mental, and
physical well-being. Strategies for effective instructional planning should be guided by evidence based best
practice methods for efficient, meaningful instruction.
According to Scrivener in 2005, planning a lesson entails “prediction, anticipation, sequencing, and
simplifying.” Lesson planning is at the heart of being an effective teacher. It is a creative process that allows
us to synthesize our understanding of teaching-learning process and teaching pedagogy with our
knowledge of our learners, the curriculum, and the teaching context. It is a time when we envision the
learning we want to occur and analyze how all the pieces of the learning experience should fit together to
make that vision a classroom reality. The objective of lesson planning is learning. Well-prepared and well-
planned lessons are fundamental to ensuring the delivery of quality teaching and learning.
1. Effective lesson planning contributes to successful learning outcomes for students in several ways.
Effective lesson planning can also contribute to the teacher’s own success and well-being. Having a
skillfully-planned lesson can also make the act of teaching more pleasurable by increasing the
teacher’s confidence in themselves and letting them focus more on interaction with the students
than on what is supposed to happen next.
2. Daily lesson planning allows teachers to consider and reflect on a variety of effective classroom
strategies, including research-based methods. Lesson planning as a habit ensures that teachers
facilitate learning and respond to students' needs in the classroom.
3. By creating effective lesson plans, teachers are able to re-learn what they need to teach. Teachers
who are well-prepared demonstrate ownership of the subject they teach in the classroom. Lesson
planning enables teachers to understand their students' needs and to teach accordingly, ensuring
curriculum coverage.
What should be taught? Teachers must have a thorough understanding of the curriculum and make every
effort to teach its material. Teachers must plan daily lessons in accordance with the Curriculum Guide (CG)
for the subject being taught. Using the CG, teachers can plan the multiple ways to teach what it contains,
such as the content standards or the essential knowledge that students must acquire, the performance
standards or the abilities and skills learners must demonstrate in relation to the knowledge they have
acquired, and the learning competencies or the knowledge, skills, and attitudes learners must demonstrate
in every lesson.
How should it be taught? With a lesson plan, teachers can anticipate which aspects of the lesson students
will struggle to comprehend. Teachers can then prepare strategies to aid students' learning, enhance their
comprehension, and meet their needs. Teachers can explore the use of various instructional strategies that
take into account the various characteristics of their students, such as cognitive ability, learning style,
readiness level, multiple intelligences, gender, socioeconomic background, ethnicity, culture, physical
ability, personality, and special needs, as well as the various ways students master the content of a specific
learning area. This necessitates the flexibility of a teacher's lesson planning. This means that a teacher can
prepare a lesson plan, but must be open to the possibility of modifying instruction to meet the needs of
students.
How should learning be assessed? Effective teachers prepare not only lesson plans but also assessment
plans, or more specifically formative assessment plans.
DLL – Teachers with at least one (1) year of teaching experience, including teachers with private school
and higher education institution teaching experience, shall not be required to make a Detailed Lesson Plan
(DLP). Teachers who have been in the service for at least one (1) year, handling learning areas with LMs
and TGs provided by the Department shall not be required to prepare a DLP instead they shall be required
to fill out a weekly Daily Lesson Log (DLL).
DLP – Newly-hired teachers without professional teaching experience shall be required to prepare a daily
Detailed Lesson Plan (DLP) for a year. Applicant teachers as well as teachers in the service including MTs
who will conduct demonstration teaching shall be required to prepare a DLP. Newly-hired teachers who
earned a rating of “Very Satisfactory” or “Outstanding” in the RPMS in a year shall no longer be required to
prepare DLPs, while newly-hired teachers who earned a rating of “Satisfactory” shall still be required to
prepare DLPs until such time that their RPMS assessment has improved.
Methods are the way we teach, approaches explain why we teach that way. These individual strategies
might be used within any other method or approaches they are frequently intended to help foster maintain
creativity.

Approaches deal with general philosophies of teaching; methods deal with more practical nuts and bolts;
and strategies deal with specific actions. Nevertheless, the terms approach and method sometimes overlap
when the term method becomes too broad or the term approach too narrow.
When an instructional design includes a specific level of application in terms of objectives, teacher and
learner roles and classroom activities, it is referred to as a method. When principles underlying
instruction/teaching can be applied in many different ways, it is generally regarded as an approach.

Anticipation Guide

Exit Slips

Inference

Inquiry Chart

Make important connections, activate prior knowledge, and implant schema, or ideas and concepts students
need to know

Preview text to make predictions and become familiar with text features.

Socratic method
Use known comprehension strategies

Participate in any small group or class activities

Identify the learning objectives

Review the previous lesson
Clarify concepts from the previous lesson that learners had difficulty understanding
Introduce the new lesson
Inform the class of the connection between the old and new lesson
Establish a purpose for the new lesson
State the new lesson’s objectives as a guide for the learners
Help learners understand and master new information
Provide a summary of the lesson
Recall lesson’s key activities and concepts
Ask learners their key takeaways