ELEMENTS OF INSTRUCTIONAL PLAN 1. It includ includes es fundam fundamen enta tall theo theoi ies es!! "in "inci ci"l "les es!! facts and infomation that students ac#uies. $. It co%e co%es s s&il s&ills ls o co'ni co'niti ti%e %e o"ea o"eati tion ons s that that the student "efoms on facts and infomation fo the "u"ose of constuctin' meanin's o undestandin'. (. It contai tains enduin' )i' ideas! "inci"les and 'eneali*ations inheent to t he disci"line! usin' the facets of undestandin' o othe indicatos of undestandin' +hich ma, )e s"ecific to the s"eciali*ation. -. It sho+s the tansfe s&ills in eallife undestandin' of the students.
Instuctional "lan can )e done in %aious +a,s/ 1. 0ail 0ail, , Les Lesso son n Pla Plan n 0LP 0LP 2 0e"Ed OR0ER No. 34! s. $41$
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ELEMENTS OF 0AIL5 LESSON PLAN O)6ecti%es
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Su)6ect Matte
•
Pocedue
• •
Assessment Assi'nment
SU77ESTE0 SAMPLE LESSON PLAN I. Ta'et/ At the end of the "eiod8lesson! 9999: of students +ith 9999: maste, should )e a)le/ 1. $. (. II. Conce"t8Su)6ect Matte/ Su)conce"t8To"ic/ Mateials8Resouces Needed/ 1. (. $. -. Refeences/ 1. $. (. III. Pocedue/ A. Pe"aation/ 1. $. (. ;. Pesentation/ 1. Moti%ation 1.1 1.$ $. 0iscussion of the ne+ lesson 9999999999999999999999999999999999999999999999999999999999999999999999999 9 9999999999999999999999999999999999999999999999999999999999999999999999999 9999999999999999999999999999999999999999999999999999999999999999999999999 99 C. A""lication/ 1. 9999999999999999999999999999999999999999999999999999999999999999999999999 9 $. 9999999999999999999999999999999999999999999999999999999999999999999999999 9 (. 9999999999999999999999999999999999999999999999999999999999999999999999999 9 0. Assessment/ 1. 99999999999999999999999999999999999999999999999999999999999999999999999999 E. A'eement/ 1. 9999999999999999999999999999999999999999999999999999999999999999999999999 9
$. 9999999999999999999999999999999999999999999999999999999999999999999999999 9 Refeences/ 1. 999999999999999999999999999999999999999999999999999999 $. 999999999999999999999999999999999999999999999999999999 (. 999999999999999999999999999999999999999999999999999999 Pe"aed ),/ 999999999999999999999999999 99999999999999999999999999 Teache Teache8MT8Su"e%iso
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$. Session Plan SAMPLE SESSION PLAN Sector : Specialization : Module Title : Learning Competenc!:
Automotive Servicing NC II Automotive Servicing Using and tools Use and tools
Learning Outcomes: 1. Use Basic Hand tools
A" Introduction
This learning unit includes selected learning knowledge and skills to familiarize you with preparation and use of basic hand tools in automotive servicing so that work becomes efficient , accident is avoided, life is protected, and the environment is taken care of. #" Learning Activities Learning Content Classify/Select handtools Preparing hand tools
Presentation
Met$ods Modular
!ead and discuss "nformation Sheet on# Classificating/
Lecture Film clips emonstration
%eed&ac'
Practice %ns&er Self' chec( )))
Compare ans&er to %ns&er (ey
Perform acti*ity )))
Selecting Handtools
Maintain handtools Use hand tools
Prepare hand tools
Maintain Handtools
$perate/Use of Hand tools
Faults of hand
(esources
Time -. hrs
Learning Module Self'Chec(/%ns&er Sheet Hand tools +ightening and loosening tools ri*ing tools Cutting tools Measuring tools +&isting, crimping,
Page 4
tools
Safety reuirement of hand tools
Faults of hand tools
Safety reuirements of hand tools
holding, 0ending tools Mar(ing tools Steel 0ar
C. %ssessment Plan •
ritten +est
•
$ral +est
•
Performance +est
. +eacher2s Self' !eflection of the Session •
hat &ent right3
•
hat &ent &rong3
•
hat modification must 0e done to impro*e teaching'learning3
!$B4!+$ S. %5U"L M%6"L% H"7H SCH$$L ep4 8 M%6"L% ' 6C!
ATTAC!"#T #$. %& T"AC"'() *+-" $# $ T$ ACC$!P/( T" ("(($# P/A# Page 0
(ector
&
1ou can find this in the (ection of the Training 'egulation 2T'3=
tools
Safety reuirement of hand tools
Faults of hand tools
Safety reuirements of hand tools
holding, 0ending tools Mar(ing tools Steel 0ar
C. %ssessment Plan •
ritten +est
•
$ral +est
•
Performance +est
. +eacher2s Self' !eflection of the Session •
hat &ent right3
•
hat &ent &rong3
•
hat modification must 0e done to impro*e teaching'learning3
!$B4!+$ S. %5U"L M%6"L% H"7H SCH$$L ep4 8 M%6"L% ' 6C!
ATTAC!"#T #$. %& T"AC"'() *+-" $# $ T$ ACC$!P/( T" ("(($# P/A# Page 0
(ector & (pecialization +nit of Competency
1ou can find this in the (ection of the Training 'egulation 2T'3= & /ifted from the T' 2e.g. Computer ardware (ervicing #C 3 & /ifted from T', these are basically grouped into asic, Common 5 Core Competencies 2e.g. Perform Calculation and !ensuration6 this is a common competency in C(3 !odule Title & Performing Calculation and !ensuration 21ou can get this from (ection of the T'3 Leanin' Outcomes/ /ifted from the teachers) guide or the first part of the students) module entitled, 7hat this !odule is all About8)
A. INTRO0UCTION
(This is similar to the unit/course descriptor found in TR •
Tells what the students are going to learn
•
Why it is important
•
How it relates to prior knowledge
•
It includes the first three (3) events of instruction (gain attention, inform learners aout the o!ectives and stimulate recall of prior knowledge)
e.g. This unit covers the knowledge, skills, attitudes and values needed to perform computer operations which include inputting, accessing, producing and transferring data using the appropriate hardware and software.
;. LEARNIN7 ACTI>ITIES 2these are the actions that the students will do to achieve the /earning $utcomes3 LO 1: Learning outcomes are what your T"# student is supposed to know and e ale to do after using the module$ %ince our T"# courses are TR&ased, all learning outcomes are lifted from the T#%' TR this is termed as *#"#+#T- in the TR$ In the .urriculum /uide, the "os is found in the "earning .ompetencies column$ e$g$ (for .H%) LO1: Prepare Hand Tools
Leanin' Content
Methods
Take this from the CC under 7Content The method must have a Standad? matching presentation, practice and feedback
Pesentation
Pactice
Feed)ac&
Resouces
%. The stimulus material to be presented should be dependent on the method appropriate for the learners. 9. Present to your students ideas,
Application of concepts learned usually accompanied by 7Task:;ob: $peration (heet.
ndicate the resources you will use under this column
Time Appro>imate time duration.
Page ?
concepts or
be mastered
(ector & (pecialization +nit of Competency
1ou can find this in the (ection of the Training 'egulation 2T'3= & /ifted from the T' 2e.g. Computer ardware (ervicing #C 3 & /ifted from T', these are basically grouped into asic, Common 5 Core Competencies 2e.g. Perform Calculation and !ensuration6 this is a common competency in C(3 !odule Title & Performing Calculation and !ensuration 21ou can get this from (ection of the T'3 Leanin' Outcomes/ /ifted from the teachers) guide or the first part of the students) module entitled, 7hat this !odule is all About8)
A. INTRO0UCTION
(This is similar to the unit/course descriptor found in TR •
Tells what the students are going to learn
•
Why it is important
•
How it relates to prior knowledge
•
It includes the first three (3) events of instruction (gain attention, inform learners aout the o!ectives and stimulate recall of prior knowledge)
e.g. This unit covers the knowledge, skills, attitudes and values needed to perform computer operations which include inputting, accessing, producing and transferring data using the appropriate hardware and software.
;. LEARNIN7 ACTI>ITIES 2these are the actions that the students will do to achieve the /earning $utcomes3 LO 1: Learning outcomes are what your T"# student is supposed to know and e ale to do after using the module$ %ince our T"# courses are TR&ased, all learning outcomes are lifted from the T#%' TR this is termed as *#"#+#T- in the TR$ In the .urriculum /uide, the "os is found in the "earning .ompetencies column$ e$g$ (for .H%) LO1: Prepare Hand Tools
Leanin' Content
Methods
Take this from the CC under 7Content The method must have a Standad? matching presentation, practice and feedback
Pesentation
Pactice
Feed)ac&
Resouces
%. The stimulus material to be presented should be dependent on the method appropriate for the learners. 9. Present to your students ideas,
Application of concepts learned usually accompanied by 7Task:;ob: $peration (heet.
ndicate the resources you will use under this column
Time Appro>imate time duration.
Page ?
concepts or process anchored to the /$. e.g. viewing of powerpoint presentation, short movies, or observing an advance student.
e.g. OH Procedures in controlling ha!ards and risk.
e.g. "odular elf#paced
be mastered must be accompanied by task sheet, operation or performance sheet.
e.g. Hands on practice on wearing the static wrist tag using task sheet $o. 1
e.g. proce# dural checklist on Task heet $o. 1
C. ASSESSMENT PLAN ritten Test Performance Test $ral Test 2using the institutional @uestioning Tool you will develop3 Third Party 'eport 2can be a report from another person who witnessed the performance of your student3.
Note/ The content of ,ou @assessment "lan? must 6i)e +ith the tests that ,ou +ill "ut in ,ou @e%idence "lan? 0. TEACecuted your session plan, you may write here your observation about the effectiveness of the methods, presentations and practices you used for future possible modifications.
Page
!P$'TA#T T#*( T$ '"!"!"' # 'T#* A ("(($# P/A#&
concepts or process anchored to the /$. e.g. viewing of powerpoint presentation, short movies, or observing an advance student.
e.g. OH Procedures in controlling ha!ards and risk.
e.g. "odular elf#paced
be mastered must be accompanied by task sheet, operation or performance sheet.
e.g. Hands on practice on wearing the static wrist tag using task sheet $o. 1
e.g. proce# dural checklist on Task heet $o. 1
C. ASSESSMENT PLAN ritten Test Performance Test $ral Test 2using the institutional @uestioning Tool you will develop3 Third Party 'eport 2can be a report from another person who witnessed the performance of your student3.
Note/ The content of ,ou @assessment "lan? must 6i)e +ith the tests that ,ou +ill "ut in ,ou @e%idence "lan? 0. TEACecuted your session plan, you may write here your observation about the effectiveness of the methods, presentations and practices you used for future possible modifications.
Page
!P$'TA#T T#*( T$ '"!"!"' # 'T#* A ("(($# P/A#&
%.
Consider 'obert *agne)s #ine 2B3 events of nstruction& 2%. *ain attention, 9. inform learners of the obectives, D. stimulate recall of prior knowledge, 4. Present the stimulus material, 0. Provide guidance for learning, ?. "licit performance, . Provide feedback, E. Assess performance 5 B. "nhance retention 5 transfer3.
9. The first D events, i.e., gain attention, inform learners of the obectives and stimulate recall of prior knowledge must be part of the 7 introduction) in your session plan. D. "vent 4 refers to how teachers can creatively motivate the get interested in the topic2s3 to be learned while event no. 0, 7Provide guidance for learning), caters to the distinct learner characteristics 5 learning styles. 4. "vent no. ?, 7"licit performance) contains the mini tasks and obs you may let your students perform to achieve your /$s. 0. "vent #o. , 7Provide feedback) is what you put in the column 7 feed%ack& in your session plan. ?. "vent #o. E, 7Assess performance) = it is advisable to assess the performance of the students through institutional assessment 2e.g. periodical tests3 which should encompass written test, skills test and interview to ensure that the four 243 dimensions of competency is achieved. . /astly, event no. B, 7enhance retention and transfer) = This can be done by providing them 7;ob (heets) that will provide them ample practice of skills. E. The methods you subscribe to must ibe with the presentation, practice and feedback you will write in your session plan.
!P$'TA#T T#*( T$ '"!"!"' # 'T#* A ("(($# P/A#&
%.
Consider 'obert *agne)s #ine 2B3 events of nstruction& 2%. *ain attention, 9. inform learners of the obectives, D. stimulate recall of prior knowledge, 4. Present the stimulus material, 0. Provide guidance for learning, ?. "licit performance, . Provide feedback, E. Assess performance 5 B. "nhance retention 5 transfer3.
9. The first D events, i.e., gain attention, inform learners of the obectives and stimulate recall of prior knowledge must be part of the 7 introduction) in your session plan. D. "vent 4 refers to how teachers can creatively motivate the get interested in the topic2s3 to be learned while event no. 0, 7Provide guidance for learning), caters to the distinct learner characteristics 5 learning styles. 4. "vent no. ?, 7"licit performance) contains the mini tasks and obs you may let your students perform to achieve your /$s. 0. "vent #o. , 7Provide feedback) is what you put in the column 7 feed%ack& in your session plan. ?. "vent #o. E, 7Assess performance) = it is advisable to assess the performance of the students through institutional assessment 2e.g. periodical tests3 which should encompass written test, skills test and interview to ensure that the four 243 dimensions of competency is achieved. . /astly, event no. B, 7enhance retention and transfer) = This can be done by providing them 7;ob (heets) that will provide them ample practice of skills. E. The methods you subscribe to must ibe with the presentation, practice and feedback you will write in your session plan.
Pe"aed ),/ ENNIFER F. >I>AS National Taine
A""o%ed ),/ 0. MA. T
Asst. Chief! SE0NCR
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