DLP withTeaching Pedagogies Assessment and Contextualization.pptx

This is a detailed lesson plan with application of pedagogies assessement and contextualizations in lesson planing.

1. QUOTE OF THE DAY “The best way to find yourself is to lose yourself in the service of others” Mahatma Ghandi .

2. 1. Spot the missing part/ component of the given Detailed Lesson Plan( DLP). 2. Identify the teaching pedagogies, type of assessment and contextualization of a given DLP. 3. Make a DLP utilizing the learning objective derived from subtasking of Learning competency with an application of teaching pedagogies, type of assessment and contextualization using the generic format. OBJECTIVES

3. Do you agree that DepEd Order #42, s . 2017 should be followed ? Why? Based on the learnings you gained from the previous topics the walkthrough of the CG and Deepening of the CG, Can you now make a Detailed Lesson Plan? Explain your answer. Question and Answer Portio n

4. What do you observe in the sample Detailed Lesson Plan? Does the DLP use the application of appropriate Teaching Pedagogies in Education? In what way? What type of assessment is being used in this DLP? Does it follow the generic format? In what way? What contextualization is found in this DLP? Sample DLP

5. Detailed Lesson Plan Evaluation Form Template to answer Skill to Review present absent Remarks Findings Recommendations Methodolgy Content Standard Contextualization Learning Competency Learning Outcome Learning Objectives Rubrics

6. Activity 1. Answer the questions by group. Select a Leader, a secretary, and a reporter. The group will report their output in the class. You are given 5 minutes to do the activity and 3 minutes for reporting the output. Template of Generic Lesson Plan

7. 1. Based on the output of the Deepening topic make a DLP applying the principles of teaching pedagogies you have learned, and the use of appropriate assessment and contextualization is applied. The Lesson Plan Making

8. Curriculum Guide

9. Budgeting Learning Competencies Lesson Prepare stake-out building lines   Content Standard The learner demonstrates understanding in staking out building lines.   Performance Standard The learner independently prepares materials and tools in stake out building lines based on construction standards   Learning Outcome LO1. Prepare tools, equipment and materials for staking out building lines   Code TLE_IACP9-12BL-Ia-h-1   Learning Competency Number of Hours 1.1 Identify tools and materials for stake out building lines 8 1.2 Prepare tools and materials for stake out building lines 20 1.3 Select appropriate Personal Protective Equipment (PPE)   4     Total Number of Hours   32   

10. Lesson Prepare stake-out building lines   Content Standard   The learner demonstrates understanding in staking out building lines.   Performance Standard The learner independently prepares materials and tools in stake out building lines based on construction standards     Learning Outcome LO 1. Prepare tools, equipment and materials for staking out building lines    Learning Competency/No. of Hrs. 1.1 Identify tools and materials for stake out building lines. (8 hours)   Learning Objectives No. of Hours Activity Type of Assessment Contextualization 1.1.1 Identify tools used for stake out building lines.   1   ”Who am I” Formative   (Paper-pencil test) Identifying tools used in the community Gathering of tools inside the tool room  1.1.2.Define the function of each tool 1   Formative   (Paper-pencil test) 1.1.3.   Classify tools according to its function 1   Formative   (Performance test)   Using available lumbers and nails from the stock room      1.1.4.   Demonstrate the function of testing and guiding tools: 1.1.4-1 framing square and plumb bob 1.1.4-2 bar level and hose level 1 1 Draw a rectangle in the board using the testing and guiding tools   Formative   (Performance test)

11. Lesson Prepare stake-out building lines   Content Standard   The learner demonstrates understanding in staking out building lines.   Performance Standard The learner independently prepares materials and tools in stake out building lines based on construction standards     Learning Outcome LO 1. Prepare tools, equipment and materials for staking out building lines    Learning Competency/No. of Hrs. 1.1 Identify tools and materials for stake out building lines. (8 hours)   Learning Objectives No. of Hours Activity Type of Assessment Contextualization 1.1.5.    Identify materials used in stake-out building lines 1   Given the blueprint, list down the materials needed Formative   (Performance test)   Using available lumbers and nails from the stock room      1.1.6. Classify common wire nails according to sizes and explain the application of its size. 1   Given the assorted nails, classify the nails. Group reporting Formative (Performance test)   1.1.7. Identify lumbers according to its classification. 1   Identify lumber whether it is a hard wood or soft wood   Formative   (Performance test)      TOTAL NUMBER OF HOURS   8                    

12. DLP Format Sample 1 DLP Format Sample 2 DLP Format

13. believed that humans learn through the construction of one logical structure after another. He also concluded that the logic of children and their modes of thinking are initially entirely different from those of adults. Jean Piaget

14. called for education to be grounded in real experience. He wrote, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." Inquiry is a key part of constructivist learning. John Dewey

15. introduced the social aspect of learning into constructivism . He defined the "zone of proximal learning," according to which students solve problems beyond their actual developmental level (but within their level of potential development) under adult guidance or in collaboration with more capable peers. Vygotsky

16. initiated curriculum change based on the notion that learning is an active, social process in which students construct new ideas or concepts based on their current knowledge. Bruner

17. The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions. INQUIRY-BASED

18. Students control their own learning process, and they lead the way by reflecting on their experiences. This process makes them experts of their own learning. The teacher helps create situations where the students feel safe questioning and reflecting on their own processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences. Talking about what was learned and how it was learned is really important. REFLECTIVE

19. The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another.    COLLABORATIVE

20. Integrative learning is linked to the classical tradition of educating the "whole" person: encouraging "breadth of outlook, a capacity to see connections and hence an ability to make fundamental decisions and judgments" (Rothblatt 1993:28). INTEGRATIVE

21. Integrative learning requires the teaching of intentional learning (taking a deliberative and reflexive stance towards knowledge acquisition): taking into account different dimensions of a problem, seeing it from different perspectives, and making conceptual links among the dimensions and perspectives . INTEGRATIVE

22. Integrative learning leads students to synthesize learning from a wide array of sources, learn from experience, and make significant and productive connections between theory and practice. This approach to teaching and learning is necessary in today's world where technology and globalization transform knowledge practices in all disciplines and professions: disciplines are now less bounded, with new areas of scientific knowledge emerging on the borders of old ones, and with a significant exchange of concepts, methods, and subject matter between the humanities, the social sciences, and the arts. INTEGRATIVE

23. SPECIFIC CONSTRUCTIVIST APPROACHES

24. A learning approach in which the educator uses strategically placed prompts, cues, questions, direct explanations, and modeling to guide student thinking and facilitate an increased responsibility for the completion of a task (Fisher & Frey, 2010). Guided Instruction

25. An educational approach associated with problem-based learning in which the student learns through investigating issues or scenarios (Hakverdi-Can & Sonmez, 2012). In this approach, students pose and answer questions individually and/or collaboratively in order to draw conclusions regarding the specific issues or scenarios (Hakverdi-Can & Sonmez, 2012). Effective essential questions include student thought and research, connect to student's reality and can be solved in different ways (Crane, 2009). There are no incorrect answers to essential questions, rather answers reveal student understanding(Crane, 2009). Inquiry-Based Learning

26. An educational approach associated with problem-based learning in which the educator introduces an ‘anchor’ or theme in which students will be able to explore (Kariuki & Duran, 2004). The ‘anchor’ acts as a focal point for the entire task, allowing students to identify, define, and explore problems while exploring the topic from a variety of different perspectives (Kariuki & Duran, 2004). Anchored Instruction

27. A structured educational approach which consists of large and small group discussions (Schmidt & Loyens, 2007). Problem-based learning begins with an educator presenting a series of carefully constructed problems or issues to small groups of students (Schmidt & Loyens, 2007). The problems or issues typically pertain to phenomena or events to which students possess limited prior knowledge (Schmidt & Loyens, 2007). Problem-Based Learning

28. “As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning is about how we all make sense of the world. -Jacqueline Brooks