Session Objectives :

1. Describe the process of instructional Planning.

2. Explain the importance of Instructional Planning.
3. Gain a clearer and functional understanding of the theories,
principles, philosophy, policies, features of assessment as stipulated in
DepEd Order No. 8, s. 2015.
4. Appreciate assessment and instructional Planning as basis for
monitoring learners’ progress and improvement of the teaching
learning process.
 Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic
Education Program
DepEd Order No. 42, s. 2016

Meant to support teachers in upholding quality education

standards by affirming the importance of instructional planning
through Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP)
preparation
Which format should I use?
Who should use which format?
DLL DLP
Teachers with at least one (1) year Applicant Teachers, Teachers and
of teaching experience, including even Master Teachers who will
private school experience and conduct demonstration teaching
higher education institutions (HEI)
teaching experience
shall be required to prepare DLP.

Teachers who have been in Newly-hired teachers who earned

the service for at least one a rating of “VS” or “O” in the
(1) year provided they have RPMS in a year shall no longer be
available LMs and TGs. required to prepare DLPs.

However, when new content is

integrated into the curriculum, all
teachers are required to write a
detailed plan for that content or
subject matter.
Teachers are allowed to work together
in preparing DLPs and DLLs. Seasoned
or veteran teachers shall also mentor
new or novice teachers in the
preparation of DLPs and DLLs.
DLL
 What is a Daily Lesson Log (DLL)?
➢ A template teachers use to log parts of their daily lesson
➢ Covers a day’s or week’s worth of lessons
➢ Contains the following parts:
Objectives
Content
Learning Resources
Procedures
Remarks
Reflection

DLL
 What is a Daily Lesson Plan (DLP)?
• A teacher’s road map for a lesson
• Contains a detailed description of the steps a teacher will take to
learn a particular topic
• Contains the following parts :
Objectives
Content
Learning Resources
Procedures
Remarks
Reflection

DLL
What to write on each part of
the Daily Lesson Log (DLL)

DLL
I. Objective
Objective must be met over a week and
connected to the curriculum standards. To
meet the objectives, necessary procedures must be
followed and if needed, additional lessons,
exercises and remedial activities may be done
for the developing content knowledge and
competencies.
DLL
I. Objective
These are used using Formative assessment
strategies. Valuing objectives support the learning
of content and competencies and enable children
to find the significance and joy in learning the
lessons. Weekly objectives shall be derived
from the curriculum guides.
DLL
DLL
 Found in CG

DEPARTMENT OF EDUCATION
A. Content Standard
✓ Know and understand
✓ Answers “What students know and be able to understand?”
Example:
The learner demonstrates understanding of shapes
and color and the principles of repetition, contrast and
emphasis through printmaking
( stencils)
DLL
 b. Performance Standard
✎ Do, perform and demonstrate (including 21st Century
Skills)

Example:
The learner creates relief and found object prints using
ethnic designs. Presents research on relief prints created by
other cultural communities in the country.

DLL
 Schools Division of Leyte |

c. Learning Competencies /Objectives

Example:
Analyzes how existing ethnic motif
designs are repeated and alternated.
A4PL-IIIb

DLL
II. Content

DLL
III. Learning Resources

DLL
III. Learning Resources
A. References
1. TG ‘s page
2. LM’s Page
3. Text Book Page
4. Additional Materials from learning Resource( LR)
portal
B. Other Learning Materials

DLL
 TG pp.

LM pp.

______ pp.

DLL
 PROCEDURE
These step should be done across the week. Spread out
activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the
students which you can infer from formative assessment
activities. Sustain learning systematically by providing students
with multiple ways to learn new things, practice their learning,
question their learning process, and draw conclusions about
what they learned in relation to their life experience and
previous knowledge. Indicate the time allotment for each step.

DLL
IV. Procedures
A. Reviewing previous lesson or presenting new lesson
B. Establish a purpose for the lesson
C. Presenting Examples/ instances of the new lesson.
D. Discussing the concept and practicing new skills #1
E. Discussing the concept and practicing
new skills#2
F. Developing mastery

DLL
 Schools Division of Leyte |

IV. Procedures
G. Finding practical application of concepts and
skills in daily living
H. Making Generalization and abstraction
I. Evaluating learning
J. Additional activities

DLL
 Before the lesson

DLL
 Before the lesson

DLL
 Before the lesson

DLL
During the lesson

DLL
During the lesson

DLL
During the lesson

DLL
During the lesson

DLL
 Schools Division of Leyte |

After the lesson

DLL
 SchoolsDivision of Lyte |

After the lesson

DLL
After the lesson
DLL
• Flexibility is allowed in the delivery
of the DLL procedures.
• Teachers do not need to go
through all ten (10) parts in every
lesson.
• These ten parts should be done
across the week.
 4 A’s Instructional Model (Under Procedures)
Group Activity (Wordles) (10 minutes)
Participants will guess the hidden word or message behind the icons Activity Workshop ( 20 minutes )
Introductory Activity flashed.

1 ACTIVITY (10 minutes)

A. With your assigned group, each is given an envelope and expected to do
the following:
1. Arrange the parts of the lesson plan.
4 Application
❖

❖
Simulate a brief LAC Session in
your district regarding the use of
Integrated MG DLP.
You are all given 20 minutes to
complete the task.
B. Answer the following questions.
Activity Group 1- What is a DLP?
Group 2 – What is the legal basis in writing the DLP?
Group 3- What are the parts of a DLP?
Group 4 – What are the icons used in writing the DLP?

C. Accomplish the activity within 10 minutes.

ANALYSIS (10 minutes)

2
1. How did you find the activity?
Analysis 2.
3.
Why did you say so?
What things did you consider in doing the activity?
4. What realizations did you have?

3
(1 Hour and 40 minutes)
Abstraction/Generalizati Orientation and Guidelines on How to Use the Multigrade
Daily Lesson Plans.
on

DLL
5 E’s Instructional Model (Under Procedures)

ENGAGE
EXPLORE
5 E’s EXPLAIN
ELABORATE
EVALUATE
DLL
V. Remarks
VI. Reflection
a. No of Learners who earned 80% in the evaluation
b. No. of pupils who require additional activities for
remediation .

DLL
DLL
DLL
Additional Information in
writing your DLP
 Merging of cells,
horizontally / vertically
can be done.

DEPARTMENT OF EDUCATION
 Schools Division of Leyte |

Merging of cells,
horizontally /
vertically can be
done.

DEPARTMENT OF EDUCATION
 Flexibility
Clause

Flexibility
Clause

DEPARTMENT OF EDUCATION
 Schools Division of Leyte |

SAMPLE
DAILY LESSON LOG
(DLL)

DLL
Suggested DLP
Format for
PRE-SERVICE
TEACHERS

DLL
 Schools Division of Leyte |

DLL
 REMEMBER!

FLEXIBLE!
DLL
DLL
Let’s us look back…

DLL
 Schools Division of Leyte |

I. Objectives
A. Content Standard
B. Performance Standard
C. Learning Competency
II. Content

DLL
 Schools Division of Leyte |

III. Learning Resources

.

A. Reference
.

1. TG ‘s page
.

2. LM’s Page
.

3. Text Book Page

.

4. Additional Materials from learning Resource( LR)portal

.

B. Other Learning Materials

DLL
 Schools Division of Leyte |

IV. Procedures
A. Reviewing previous lesson or presenting new
lesson
B. Establish a purpose for the lesson
C. Presenting Examples/ instances of the new
lesson.
D. Discussing the concept and practicing new
skills #1
E. Discussing the concept
DLLand practicing
 Schools Division of Leyte |

G. Finding practical Application of concepts and

skills in daily living
H. Making Generalization and abstraction
I. Evaluating learning
J. Additional activities

DLL
 Schools Division of Leyte |

V. Remarks
VI. Reflection

DLL
 Classroom
Assessment in the K
to 12 Basic Education
Program
DEP ED ORDER NO. 8 S,
2015
POLICY GUIDELINES ON
CLASSROOM ASSESSMENT FOR THE
K TO 12 BASIC EDUCATION
PROGRAM
 WHAT IS
ASSESSMENT?
DO NO. 8, S. 2015
Assessment is a process
to:

- Keep track of learners’

progress.
✔ Promote self-reflection and
personal accountability
among pupils about their own
learning and;

✔ Provide bases for the profiling

of pupils performance on the
learning competencies and
standards.
 2 TYPES
OF
CLASSROOM
ASSESSMENT
 FORMATIVE SUMMATIVE
ASSESSMENT ASSESSMENT
 FORMATIVE
ASSESSMENT
Maybe seen as:
Assessment “FOR LEARNING:”

teachers can make

adjustments in their
instruction.
Assessment “FOR LEARNING:”

teachers assess to
improve learning and
teaching.
Assessment “FOR LEARNING:”
It is given at the beginning of
teaching (diagnostic) or in the
process of teaching (formative)
to guide instruction and
decision making
Assessment “AS LEARNING:”

an assessment wherein
pupils reflect
on their own progress.
 Examples:
check-up
quizzes/written exercises
models
electronic presentations
role play
other group activities
Formative assessment maybe
integrated in all parts of the
lesson.

Before the lesson

During the lesson proper

After the lesson

 SUMMATIVE
ASSESSMENT
Assessment “OF LEARNING”
 Assessment “OF LEARNING”
designed to measure the learners’
achievement at the end of a unit
or module or quarter to determine
what he/she has learned in
comparison with content and
performance standards.
Assessment “OF LEARNING”

assessment results are the bases

of grades or marks which are
communicated to learners and
parents.
 Examples:
long quizzes/tests across
cognitive process dimensions

written work such as essays,

written reports, and others.
COMPONENTS OF SUMMATIVE
ASSESSMENT

WHEN
COMPONENTS PURPOSE ASSESSMENT TOOLS
GIVEN

1. Assess learners’ A. Chapter/Unit test

understanding of concepts
B. Written Output
At the * Essays
and application of skills in
end of * Journal/ article
WRITTEN WORK written form
(WW) the review
topic * Reaction/reflection
or unit papers
1. Prepare learners for quarterly * Research paper
assessment
* Journal writing
COMPONENTS OF SUMMATIVE
ASSESSMENT
WHEN
COMPONENTS PURPOSE ASSESSMENT TOOLS
GIVEN
1. Involve pupils in the learning At end of A. Products
process individually or in lesson * Journal responses
collaboration with teammates over focusing * Personal fitness and
a period of time. on a topic health logs
/ skill * Portfolio
1. Give pupils opportunities to lesson
demonstrate and integrate their B. Performance – based
knowledge, understanding, and tasks
skills about topics or lessons learned
Several * Debates
in a specific real-life situation by times * Design and
performing and / or producing during the implementation of
PERFORMANCE TASKS quarter
evidence of their learning. fitness and health
program
1. Give pupils the freedom to express * Issue –awareness
their learning in appropriate and campaigns
diverse ways * Role plays

1. Encourage student inquiry,

integration of knowledge,
understanding, and skills in various
contexts beyond the assessment
period.
 COMPONENTS OF SUMMATIVE
ASSESSMENT
COMPONENT WHEN ASSESSMENT
PURPOSE
S GIVEN TOOLS

Synthesize all the learning skills,

QUARTERLY
concepts, and values learned in an
Once, at end of A. Written Test
ASSESSMENT the quarter * Quarterly test
entire quarter
WHAT IS THE
GRADING
SYSTEM ?
It uses a standard
and
competency-based
grading system.
 All grades will be
based on the weighted
raw score of the
learners’ summative
assessments
 The minimum grade
needed to pass a
specific learning area
is 60,
which transmuted to
75 in the report card.
Learners are graded
on:
Written Work,
Performance Tasks,
and Quarterly
Assessment
every quarter.
HOW IS LEARNER’S PROGRESS
RECORDED AND COMPUTED ?
STEP 1
The Grades of pupil’s work are added up.
This results in the total score for each
component.
WRITTEN WORK

1 2 3 4 5 Total

20 25 20 25 20 110

Learner
16 15 12 17 15 75
A
 STEP 2
The sum for each component is
converted to Percentage score
Formula:
Learners Total Score
= Possible score X 100
Percentage score (PS)Highest
WRITTEN WORK

1 2 3 4 5 Total PS

20 25 20 25 20 110 100
Learner A
16 15 12 17 15 75 68.18
 STEP Percentage score are then
3 converted to Weighted Scores.
Formula:
=
Weighted Score (WS)Percentage Score X Weight of Component

WRITTEN WORK

1 2 3 4 5 Total PS WS

20%
20 25 20 25 20 110 100

Learner
A 16 15 12 17 15 75 68.18 13.64
 Sample Class Record
WRITTEN WORK PERFORMANCE TASKS QUARTERLY Q
ASSESSMENT ua
HPS
rt
Initial
er
Grad
e
ly
Tot W W G
1 2 3 4 5 al PS 1 2 3 4 5 6 Total PS WS PS
S S ra
de

20% 2 2 1
20 25 20 25 20 110 100
0
10
0 5
20 35 120 100 60% 40 100 20%

A 16 15 12 17 15 75 68.18 13.64 15 7 16 13 18 30 99 82.5 49.5 32 80 16 79.14 86

Note:
Transmuted Grade
to get the initial grade add the 3 weighted (reflected in the report card
score ………….then get the transmuted grade.
 FOR MAPEH, INDIVIDUAL GRADES ARE GIVEN TO
EACH AREA.

THE QUARTERLY GRADE FOR MAPEH IS THE

AVERAGE OF THE QUARTERLY GRADES IN THE FOUR
AREAS.
Quarterly QG for Music + QG Arts+ QG PE +QG Health
4
Grade(QG) =
87+ 85+ 88 + 89
Quarterly
Grade(QG) = 4

Quarterly Grade(QG) 87.25

(MAPEH)=
E-CLASS RECORD
FORM 138/SF-9
FORM 137/SF 10
 Requirements Decision
1. Final Grade of at least Promoted to the next grade
75 in all learning areas level
2. Did Not Meet Must pass remedial classes
For Expectations for learning areas with
Grades 1 in not more than two failing mark to be promoted
learning areas to the next grade level.
to 3
Otherwise the learner is
Learners retained in the same grade
level.
3. Did Not Meet Retained in the same grade
Expectations in three or level
more learning areas.
 ATTENDANCE RECORD
The learner who incurs
absences of more than 20% of the
prescribed number of class or
laboratory periods during the school
year or semester should be given a
failing grade and not earn credits for
the learning area or subject.
Furthermore, the school head
may, at his/her discretion and in
the individual case, exempt a
learner who exceeds the 20%
limit for reasons considered valid
and acceptable to the school.
 The discretionary authority
is vested in the school head,
and may not be availed of by a
student or granted by a faculty
member without the consent of
the school head.
 How will
assessment results
help you address
the needs of all
types of learners?
DEPED ORDER
NO. 36 S. 2016
DEPED ORDER
NO. 36 S. 2016