PROCESS OF TEACHING PHYSICAL

EDUCATION AND HEALTH EDUCATION

Name Of Student: __________________________________________________________

Course: __________________________________________________________
Address: __________________________________________________________
Teacher: __________________________________________________________
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@[Link]
Module in Process of Teaching Physical Education and Health Education

Module 2. INTRUCTIONAL APPROACHES/STRATEGIES

a. identified instructional strategies using picture analysis.
b. discussed comprehensively the instructional strategies using statement analysis.
c. listed teaching strategies, its advantages/ disadvantages and learning activities using the table format.

A. INTRODUCTION

Fostering and improving your students' learning strategies is important for them in order to learn
successfully. In modern education systems learners are expected to possess an increased degree of autonomy
and show initiative in learning processes, inspecting learning materials and understanding contents.

Teaching method is the way of teachers deliver the subjects to students by using certain methods
corresponding to the characteristics of students that were encountered. Each student has different characteristics
from the very clever, moderate, and there is also less able to receive lessons quickly. Therefore, a teacher must
be able to apply the learning method in accordance with the characteristics of students. Unless the students
whose middle - low ability will be left behind in the understanding of the material that is presented. And it will
cause the students mentioned are not interested and lazy to learn because they have felt unable to do. Teaching
method helps to determine the success or failure of a learning and teaching activity and it is a unity in teaching
[Link] more precise method that is used by teachers in teaching is expected to be more effective the
achievement of learning goal (Qudsyi, Herawaty, Saifullah,Khaliq, & Setiawan, 2011).

But the factors that affect the teaching method are a protégés (learners),goal, situation, facilities, and
teachers. The terms of teaching methods should be able to bring the atmosphere of teaching interaction becomes
instructive or educative, putting learners to take active learning, as well as foster and develop interest in
learning and increase learning spirit, it can improve the learning outcomes and live up teaching process which is
ongoing (Rohani, 2004).

According to Djamarah (2010) the method of teaching is a teaching strategy to achieve the expected
goals. By utilizing an accurate method, the teacher will achieve the goal of teaching smoothly. When the goals
are formulated in order that students have certain skills, so that the methods that are used must be adapted to
goals. Thus, teachers should use methods that can support teaching and learning activities, so it can be used as
an effective tool to achieve the goal of teaching. Thus, basically learning methods are learning methods that are
used by teacher to achieve the goals in teaching and learning activity. The better and the more appropriate
methods that are used in teaching and learning activities to the student, so that the learning achievement will
increase and can be optimized.
B. ACTIVITIES

Learning Activity No. 1

Directions: Identify what instructional strategies is being shown in the pictures below. Write your answers on the space
provided. Choose your answers from the box.

REFLECTIVE TEACHING COOPERATIVE LEARNING EXPERENTIAL LEARNING PEER COACHING

DIRECT INSTRUCTIONS CONSTRUCTIVIST APPROACH INQUIRY TEACHING TEAM TEACHING

1. __________________________ 2. ______________________________ 3. ________________________

4. __________________________ 5. ______________________________ 6. ________________________

7. __________________________ 8. ______________________________ 9. ________________________

C. ANALYSIS
Directions: Discuss comprehensively the following instructional strategies that can be use in the teaching of PE and
Health Education.

Interactive teaching is a means of instructing whereby the teachers actively involve the students in their learning
process by way of regular teacher-student interaction, student-student interaction, use of audio-visuals, and hands-on
demonstrations. The students are constantly encouraged to be active participants.

Guide Questions:

1. Why is interactive learning important in the teaching of PE and Health education?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. What are the different examples of interactive strategies?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning
through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily
involve students reflecting on their product.

Guide Questions:

1. “Theories are best learned if put into practice”. What does the statements imply?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. “Learning by doing” is a famous phrase popularized by John Dewey. What are the benefits of experiential learning?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

3. What are the characteristics of experiential learning?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.
 Cooperative learning is the process of breaking a classroom of students into small groups so they can discover a new
concept together and help each other learn. While it's debatable as to why cooperative learning flew under the radar
for so long, it's undeniably a powerful and effective teaching strategy.

Guide Questions:

1. What is the purpose of cooperative learning in the teaching of PE and Health education? Cite examples to
justify your answers.
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. Why is cooperative learning considered to be a powerful and effective teaching strategy?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and
that reality is determined by the experiences of the learner’

Guide Questions:

1. What do you mean by constructivist approach? Cite scenario that shows the application of constructivism in the field of
Physical Education?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. What are the characteristics of the constructivist teaching?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

3. What does scaffolding means in constructivist teaching?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.
 Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to their students. This type
of instruction is teacher-directed, where a teacher typically stands at the front of a room and presents information.

Guide Questions:

1. What are the components of direct instruction?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. How do you teach direct instruction?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

Inquiry-based learning is a learning and teaching approach that emphasizes students' questions, ideas and
observations. This form of learning enhances comprehension—rather than memorizing facts and taking notes, students
are now encouraged to discuss ideas among their peers.

Guide Questions:

1. What is inquiry approach in teaching?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. What is the role of teacher in inquiry-based learning?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.
 Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of
students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans,
teach students, and evaluate the results.

Guide Questions:

1. What are the benefits of team teaching?

___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. What are the advantages in disadvantages in employing team teaching in Physical Education class?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

Reflective Teaching is a behavior which involves, active, persistent and careful consideration of any belief or practice.
The ability of a teacher to guide students to ponder on their own experiences in order to arrive at new understandings and
meaning. One should take note that learning which results from reflective teaching is best described as one borne of
experiences that have been deeply thought of, analyzed and evaluated.

Guide Questions:

1. How can reflective teaching be apply in the teaching of PE and Health education?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

2. Using your own words, what is reflective teaching and why it is important?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

3. Reflection is inseparable from experience. Experience is not yet best learning, Reflection is. What does this
line imply?
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.
D. ABSTRACTION
TEACHING APPROACHES/STRATEGIES (SALANDANAN, 2000)
A. Reflective Teaching
 Is a behavior which involves, active, persistent and careful consideration of any belief or practice.
 Ability of a teacher to guide students to ponder on their own experiences in order to arrive at new understandings
and meaning.
 One should take note that learning which results from reflective teaching is best described as one borne of
experiences that have been deeply thought of, analyzed and evaluated.
 Reflection is inseparable from experience. Experience is not yet best learning, Reflection is.
Strategies: (Journalizing Strategy/ Keeping a Portfolio/ Self- Analysis/ On the Spot Observations of Student’s Responses).
B. Cooperative Learning Approach
- “create within their learning environment a social system characterized by democratic procedures and
scientific processes”.
STRATEGIES: JIGSAW, GROUP INVESTIGATION, THINK-PAIR-SHARE, AND BUZZ GROUPS.
FEATURES:
1. Students work in teams.
2. Reward systems are group oriented.
3. Interaction within the group is controlled by the members themselves.
4. Teams are made-up of mixed abilities- high, average and low achievers.
5. Teams are composed of both sexes.
EFFECTIVENESS
A. Strong motivation of each member to compete an academic task.
B. Interdependent relationship is strengthened and re-enforced.
C. Group work develops friendliness, willingness to assist and more worthwhile value of “caring and sharing”

C. Experiential Learning
 Acquiring knowledge or skills through direct and keen observations followed by an analysis of what has been
sensed or understood.

POINTERS:

1. Involve the students in planning.

2. Allow sufficient time for student reflection
3. Pay attention to positive feeling.
4. Encourage students to share their experiences.
5. Have an adequate supply of materials and tools to facilitate simple investigation and instant
explorations.
6. Encourage students to record their observations in order to assist them in their own recall and
interpretations.
7. Include a wide variety of real-life situations in planning a lesson.
8. Experiential learning for new teachers can be promoted through interaction with colleagues.

D. Direct Instruction
 Aimed at helping students master basic skills and knowledge that can be taught in a step-by-step fashion.
FEATURES:
a. Assist students to learn procedural knowledge on how to perform single and complex skills
b. Promotes learning of knowledge that can be taught in a step-by-step procedure.
c. Emphasizes the teaching of skills
STEPS:
1. Provide the rationale
2. Demonstrate the skill
3. Provides guided practice
4. Check understanding and provide feedback
5. Provides extended practice and transfer
d. Requires careful structuring and attendance to every detail of the skill or content to be taught.
e. This is highly a teacher-directed activity. Activities must be planned jointly since the model is
highly task-oriented.
E. Constructivist Approach
 Process of constructing meaning which is greatly influenced by the learners’ accumulated experiences and
understanding.
 Interaction of prior knowledge on the new learning’s and “reconstruct” concepts as they interact daily with the
environment.
ROLE OF TEACHERS
-Provides students with relevant experiences from which they can construct their own meaning.
-Act as facilitators providing opportunities for a stimulating dialogue.

F. Inquiry Teaching (discovery, scientific thinking, problem solving)

 Aims to help students seek answers to their own questions, gather pieces of evidences and draw on
conclusions and generalizations.
CHARACTERISTICS
1. Scientific Process: observing, comparing, measuring and drawing conclusion/generalization.
2. Discovery Approach- making learning more lasting and meaningful.
3. Full and active involvement is spontaneous.
4. During the investigations, such questions as how, why, prove, justify etc. persist which drive them to continue
pursuing a conclusion or a solution.
5. Suspense and excitement could be felt in a highly charged classroom atmosphere.
ROLE OF TEACHER
1. Helps students learn how to ask questions
2. Allows flexibility in the student’s ways of doing things.
3. Involves students in planning their own ways of gathering data to test their own hypothesis.
4. Teaching strategies of teachers should enable the students to analyze, evaluate and reach conclusions
based on sound inferences and judgements.
5. Awareness of one’s changed role-that of a guide facilitator and councilor, rather than the usual authority
who not only determines the material to be learned but also dictates how it should be learned.
STEPS/ POINTERS
a. Ideas, questions, problems must originate from the students.
b. Teachers guide them in formulating their own hypothesis: plan the procedures to be followed by testing
the hypothesis.
c. Provides a conducive classroom setting that will allow freedom of movements, wide choose of tools or
equipments.
d. Reward and recognition in any form. Success and “thrill in discovering knowledge” firms up the
scientific attitudes and process skills they have gained.
G. CONCEPT TEACHING
 Enables students to categorize ideas, experiences and objects.
APPROACHES
a. DIRECT PRESENTATION APPROACH: Uses the rule-to-rule example method or the
DEDUCTIVE METHOD.
b. CONCEPT ATTAINMENT APPROACH: Assist students to arrive at a concept using the example-
to-rule method. INDUCTIVE METHOD.
STEPS: 4 PHASES
a. Define the objectives of the lesson.
b. Input of examples and non-examples.
Deductive Methods-concept-example
Inductive Methods-example-concept
c. Testing for attainment or understanding
d. Analysis of their thinking and integration of learning.

H. INTEREST LEARNING CENTERS

 Division of the classroom into various academic learning centers.
GUIDELINES FOR ESTABLISHING INTEREST CENTERS
1. Prepare a list of instructional materials and equipments.
2. Request the assistance of experts in special topics of interest.
3. A simple contract between the teacher and the students indicating the scope of the lesson and the time
allowance needed to accompany the activity.
 4. Daily activities, time spent, and achievements should be recorded and kept in an individual folder for
monitoring purposes.
5. Assessment of students’ progress.
6. Other strategies can be used: independent study, constructing projects and research.

I. TEAM TEACHING
 Tapping the expertise of 2 or more teachers in planning, teaching, and evaluating learning of the
students.

ADVANTAGES
1. Teaching competence is assured.
2. Team teachers serve as models. Spirit of sharing is worth emulating.
3. Joint planning and teaching by the team members enhance their professional growth.
4. Maximize utilization of time, resources, and expertise with large groups as in combining 2 or 3
classes.
5. Innovative teaching procedures and up-to-date data and information are spontaneously
generated when teachers come together.
6. Professionalism is highlighted.
DISADVANTAGES
1. Large group arrangements entail difficulty in scheduling.
2. Teaching their own specializations may be carried too far that the students lose sight of the
objectives of the lesson.

ADDITIONAL LIST OF STRATEGIES

 Simulations
 Role Playing
 Journal writing
 Narratives
 Problem solving
 Peer solving
 Field studies
 Experimenting
 Classroom demonstration
 Discussion
 Student Research
 Independent study
 Individualized Instruction
APPLICATION

Directions: List down seven (7) teaching strategies/ techniques, its advantages and disadvantages. Relate what kind of
activities you intend to implement. Use the format below.

Teaching Advantages Disadvantages Activities

Strategies/Techniques
EVALUATION

Directions: Discuss comprehensively the importance of localization/ contextualization, differentiated instructions and
ICT integration in teaching.

Rubric:

Organization and Clarity of Idea Presented 5 points

Content 5 points
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@[Link]
Module in Process of Teaching Physical Education and Health Education

Module 3. LESSON PLANNING AND DEMONSTRATION TEACHING

: At the end of this module, the students must have:
1. Defined lesson planning and instructional process using Venn Diagram.
2. Identified the instructional models, strategies and methods using scrambled letter activity.
3. Analyzed and wrote a sample lesson plan through the use of description analysis.
4. Written a semi-detailed lesson plan in PE and Health.
5. Performed a demonstration teaching using ICT.

A. Introduction
In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013,
the Department of Education (DepEd) issues the enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program.

Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools. These guidelines aim
to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the
achievement of learning outcomes.

Furthermore, these guidelines affirm the role of the K to 12 teachers as a facilitator of learning. Preparing for
lessons through the Daily Lesson Log {DLL} or Detailed Leeson Plan {DLP} and provides teachers with an opportunity
for reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process. These
guidelines also aim to empower teachers to carry out quality instruction that recognizes the diversity of learners inside the
classroom, is committed to learners’ success, allows the use of varied instructional and formative assessment strategies
including the use of information and communications technologies (ICTs), and enables the teacher to guide, mentor, and
support learners in developing and assessing their learning across the curriculum.

The Department of Education (DepEd) recognizes that instructional planning is essential to successful teaching
and learning (Dick 8s Reiser 1996). 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” {Virginia Department of
Education). According to Airasian (1994), planning is a vital step in the instructional process. It involves identifying
expectations for learners and choosing the materials and organizing the sequential activities that will help learners reach
those expectations. Instructional planning guarantees that teaching and learning are the central focus of classroom
activity. Furthermore, it helps ensure that the time spent inside the classroom is maximized for instruction, is responsive to
learners’ needs, and therefore communicates expectations of achievement to learners (Stronge, 2007).

Research shows that effective teachers organize and plan their instruction {Misulis 1997; Stronge 2007). With
content and performance standards and learning competencies firmly articulated in the K to 12 curriculum, it is easier for
teachers to carry out both short-term and long-term instructional planning. Under the K to 12 Basic Education Program,
teachers can in fact plan student learning for a year, a semester, a quarter, a unit, or a lesson and secure coverage of the
curriculum.
B. ACTIVITIES
Learning Activity No. 1
Directions: Using your own words, define the following terms below:

Lesson Instructional
Planning Process

Guide Questions:
1. Are there any similarities in the terms above?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Do these terms have relationship? How?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________
Learning Activity No. 2 “Instructional Models, Strategies and Methods in the K to 12 Curriculum”

Directions: Arrange the jumbled letters to form the word based on the given definition clues.

= _________________________________________
ECDITR TRINSUCONTI

1. This refer to a systematic, structured and sequential teaching. Its basic steps include presenting the material,
explaining, and reinforcing it. According to Borich (2001), this method is used to teach facts, rules, and
action sequences. This method includes compare and contrast, demonstrations, didactic questions, drill and
practice, guides for reading, listening and viewing, lecture, etc.

DECINTIR
= __________________________________________
TRINTIONSUC
2. This is a teaching strategy in which the learner is an active and not passive participant. Indirect instruction
methods are used for concept learning, inquiry learning and problem-centered learning {Borich 2011). This
method includes case study, cloze procedure, concept formation, inquiry, problem solving, reflective discussion,
etc.

ICTIVENTERA
= __________________________________________
IONTRUNSCTI
3. This is a teachings strategy that addresses learners’ need to be active in their learning and interact with others
including their teachers and peers. This method of teaching includes brainstorming, debates, cooperative learning,
interviewing, small group discussion, whole class discussion, etc.

PNTIAEXLERE INUCTSTRION = _________________________________________

4. This refer to teaching students by directly involving them in a learning experience. This strategy emphasizes the
process and not the product of learning. Experiential learning methods include games, experiments, field trips,
model building, field observations, role play, simulations, etc.

PEINNDEENTD SDTUY
= __________________________________________

5. This refers to teaching in which he teacher’s external control is reduced and students interact more with the
content (Petrina in press). This method aims to develop learners’ initiative, self-reliance, and self-improvement
and include assigned questions, correspondence lessons, computer assisted instruction, essays, homework,
learning contracts, reports, research projects, etc.

CCVISMTTONSRUI
= ________________________________________

6. The K to 12 curriculum views learners as active constructors of knowledge. This means that in planning lessons,
teachers should provide learners with opportunities to organize or re-organize their thinking and construct
knowledge that is meaningful to them (Piaget 1950). This can be done by ensuring that lessons engage and
challenge learners and tap into the learners’ zone o/proximal development (ZPD) or the distance between the
learners’ actual development level and the level of potential development (Vygotsky 1978).

NTIATEDIFDFERE UCINSONTRTIS
= _____________________________________________

7. All K to 12 teachers is encouraged to differentiate their teaching in order to help different kinds of learners meet
the outcomes expected in each lesson. It means to provide multiple learning options in the classroom so that
learners of varying interests, abilities, and needs are able to take in the same content appropriate to their needs,
According to Ravitch (2007), this aims to “maximize each student's growth by recognizing that students have
different ways of learning, different interests, and different ways of responding to instruction.”
C. ANALYSIS

Directions: Read and analyze the given statements below about the process in creating a Daily Lesson Plan. Use a K to
12 Curriculum Guide for PE and Health Education. Write what is being asked for each part and practice making a lesson
plan.

OBJECTIVES:
This part of the DLP includes objectives related to content knowledge and competencies. According to Airasian
(1994), lesson objectives describe the “kinds of content knowledge and processes teachers hope their students will
learn from instruction (p.48).” The lesson objectives describe the behavior or performance teachers want learners to
exhibit in order to consider them competent. The objectives state what the teacher intends to teach and serve as a
guide for instruction and assessment.
CONTENT STANDARD:
The content standards refer to the learning area-based facts, concepts, and procedures that students need to learn,
while the competencies pertain to the knowledge, skills, and attitudes that students need to demonstrate in a lesson.
The competency codes are also logged in this part of the DLP.
PERFORMANCE STANDARD:
The performance standards refer to the expected outcome or output that must be perform or produce by the students.
LEARNING COMPETENCY:
The Learning Competency are statements that describe the expected learning outcomes of the learners at the end of
the lesson. The competencies specify what students need to learn and thereby guide learners in carrying out the
lesson’s activities. They also direct the teacher in selecting the appropriate learning resources and methods to use in
teaching.

Directions: Using a Curriculum Guide, choose a topic and formulate your own objectives. Use the format below:

Content: The topic or subject matter pertains to the particular content that the lesson focuses on.

Learning Resources: This part of the DLP asks teachers to log the references and other learning resources
that the teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook, and the
additional materials from the LRMDS portal. The other learning resources refer to materials such as those that are
teacher-made, authentic, and others not included in the references. This part of the DLP can also include the supplies,
equipment, tools and other non-print materials needed for activities before, during, and after the lesson.
Procedures: This part of the DLP contains ten (10) parts including:
a. reviewing previous lesson/ s or presenting the new lesson. This part connects the lesson with
learners’ prior knowledge. It explicitly teaches the learners how the new lesson connects to previous
lessons. It also reviews and presents new lessons in a systematic manner;

b. establishing a purpose for the lesson will motivate the learner to learn the new lesson. It
encourages them to ask questions about the new topic and helps establish a reason for learning the
new lesson;

c. presenting examples /instances of the new shows’ instances of the content and competencies.
This is also where the concepts are clarified;

d. discussing new concepts leads to the first formative assessment. Teachers shall prepare good
questions for this part. The teacher will listen to the answers of learners to gauge if they understood
the lesson. If not, then they re-teach. If the learners have understood the lesson, the teacher shall
proceed to deepening the lesson;
e. continuation of the discussion of new concepts leading to the second formative assessment that
deepens the lesson and shows learners new ways of applying learning. The teacher can use pair,
group, and team work to help learners discuss the lesson among themselves. The learners can present
their work to the class and this serves as the teacher’s way of assessing if the concepts are solidifying
and if their skills are developing;

f. developing mastery, which leads to the third formative assessment, can be done through more
individual work activities such as writing, creative ways of representing learning, dramatizing, etc.
The teacher shall ask learners to demonstrate their learning through assessable activities such as
quizzes, worksheets, seat work, and games. When the students demonstrate learning, then proceed to
the next step. The teacher can add activities as needed until formative assessment shows that the
learners are confident in their knowledge and competencies;

g. finding practical applications of concepts and skills in daily living which can develop appreciation
and valuing for students’ learning by bridging the lesson to daily living. This will also establish
relevance in the lesson;

h. making generalizations and abstractions about the lesson will conclude the lesson by asking
learners good questions that will help them crystallize their learning so they can declare knowledge
and demonstrate their skills;
i. evaluating learning is a way of assessing the learners and whether the learning objectives have been
met. Evaluation should tap into the three types of objectives; and

j. additional activities for application or remediation will be based on the formative assessments and
will provide children with enrichment or remedial activities. The teacher should provide extra time
for additional teaching activities to those learners demonstrating that they have difficulties with the
lesson.
k. Remarks: This is a part of the DLL in which teachers shall indicate 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.
D. ABSTRACTION

The instructional process

According to Airasian (1994), the instructional process is made up of three (3) steps: (1) planning instruction; (2)
delivery of instruction; and (3) assessment of learning. This means that teaching begins even before a teacher steps
in front of a class and begins a lesson. This also means that teachers are expected to be able to organize and develop
a plan for teaching, implement that plan, and measure how effectively they implemented a plan.

Lesson planning

 Lesson planning is one way of planning instruction. Lesson planning is a way of visualizing a lesson before it is
taught. According to Scrivener (20O5), planning a lesson entails “prediction, anticipation, sequencing, and
simplifying.” Lesson planning is a critical part of the teaching and learning process.
 The objective of lesson planning is learning. Lesson planning helps teachers set learning targets for learners. It
also helps teachers guarantee that learners reach those targets. By planning lessons, teachers are able to see to it
that daily activities inside the classroom lead to learner progress and achievement or the attainment of learning
outcomes.
 Lesson planning is a hallmark of effective teaching. As mentioned, effective teachers organize and plan
instruction to ensure learners’ success inside the classroom. According to Stronge (2007), research shows that
instructional planning for effective teaching has the following elements.
a. Identifying clear lesson and learning objectives while carefully linking activities to them, which is essential for
effectiveness
b. Creating qualityassignments,which is positively associated with quality instruction and quality student work
c. Planning lessons that have clear goals, are logically structured, and progress through the content step-by-step
d. Planning the instructional strategies to be deployed in the classroom and the timing of these strategies
e. Using advance organizers, graphic organizers, and outlines to plan for effective instructional delivery
f. Considering student attention spans and learning styles when designing lessons
g. Systematically developing objectives, questions, and activities that reflect higher- level and lower-level cognitive
skills as appropriate for the content and the student therefore, have learner-centered objectives that are aligned
with the standards of the curriculum.

In preparing daily lessons, teachers can also make use of multiple resources that are available to them including the
Teacher’s Guide (TG), Learner’s Material (LM), additional materials from the Learning Resources Management and
Development System (LRMDS) portal, textbooks, and others supplementary materials, whether digital, multimedia, or
online, including those that are teacher-made. However, these materials should be used by teachers as resources, not as the
curriculum.

How should it be taught? With a lesson plan, teachers can predict which parts of the lesson learners will have
difficulty understanding. Teachers can then prepare strategies that help learners learn, build learners’ understanding and
respond to learners’ needs. Teachers can explore utilizing different instructional strategies that consider learners’ varying
characteristics including cognitive ability, learning style, readiness level, multiple intelligences, gender, socioeconomic
background, ethnicity, culture, physical ability, personality, special needs, and the different ways learners master the
content of a particular learning area. This presupposes flexibility in the way a teacher plans lessons. This means that a
teacher can prepare a lesson plan but must remain open to the possibility of adjusting instruction to respond to the needs
of learners.

Furthermore, this requires teachers to treat learners not as passive recipients of knowledge but as active agents in
their own learning. A lesson plan therefore should show what the teacher and learners will do in the classroom to build
understanding of the lesson together. Beyond demonstrating what a teacher needs to do inside the classroom, a lesson
plan should describe what learners need to do as co-constructors of knowledge lnside the classroom.

How should learning be assessed? Effective teachers do not only prepare lesson plans, they also prepare an
assessment plan or specifically a formative assessment plan. As defined in DepEd Order No. 8, s. 20 15 entitled Policg
Guidelines on Classroom Assessment for the K to 12 Basic €ducntion Program, formative assessment “refers to the
ongoing forms of assessment that are closely linked to the learning process. It is characteristically informal and is intended
to help students identify strengths and weaknesses in order to learn from the assessment experience.” Once the objectives
of the lesson have been identified, teachers need to prepare a formative assessment plan integrated into the lesson and
aligned with the lesson objectives. This means that a teacher needs to rely on multiple ways of assessing learning inside
the classroom. DepEd Order No. 8, s. 20 15 presents a list of formative assessment methods that teachers can use during
different parts of a lesson.

This also means that a lesson plan should embody the unity of instruction and assessment. While planning lessons,
teachers need to be able to identify reliable ways to measure learners’ understanding. This means that teachers need to
communicate to learners what they are expected to learn, involve them in assessing their own learning at the beginning,
during, and end of every lesson, and use data from the assessment to continually adjust instruction to ensure attainment
of learning outcomes.

Parts of a lesson plan

As stated previously, the basic parts of a lesson plan include a beginning, middle, and end. These are referred to as
Before the Lesson, the Leoson Proper, and After the Lesson.

a. Before the Lesson. This is the lesson opening or the “beginning” of lesson implementation. Before the actual
lesson starts, the teacher can do a variety of things including but not limited to the following: a) review the
previous lesson/ s; b) clarify concepts from the previous lesson that learners had difficulty understanding; c)
introduce the new lesson; d) inform the class of the connection between the old and new lesson and establish a
purpose for the new lesson; and e) state the new lesson’s objectives as a guide for the learners.

 This part of the lesson is the time to check learners’ background knowledge on the new lesson. It can also be a
time to connect the new lesson to what learners already know. It is during this time that teachers are
encouraged to get learners to be interested in the new lesson through the use of “start-up” or “warm-up” activities.
Teachers should also allow learners to ask questions about the new lesson at this time to assess if learners
understand the purpose of learning the new lesson.

b. The Lesson Proper. This is the “middle” or main part of the lesson. During this time, the teacher presents the new
material to the class. This is the time when a teacher “explains, models, demonstrates, and illustrates the
concepts, ideas, skills, or processes that students will eventually internalize” (Teach for America 2011). This is
also the part of the lesson in which teachers convey new information to the learners, help them understand and
master that lnformation, provide learners with feedback, and regularly check for learners’ understanding. If
teachers require more time to teach a certain topic, then this part of the lesson can also be a continuation of a
previously introduced topic.

c. after the Lesson. This is the lesson closing or the “end” of the lesson. This can be done through different “wrap-
up” activities. Teachers can provide a summary of the lesson or ask students to summarize what they have
learned. Teachers can also ask learners to recall the lesson’s key activities and concepts. The lesson closing is
meant to reinforce what the teacher has taught and assess whether or not learners have mastered the day’s lesson.

Importance of lesson planning

Planning lessons increases a teacher’s chances of carrying out a lesson successfully. It also allows teachers to
be more confident before starting a lesson.

Lesson planning inculcates reflective practice as it allows teachers to think about their teaching. By planning
lessons daily, teachers are able to think about and reflect on different strategies that work inside the classroom including
research-based strategies. Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to
learners’ needs inside the classroom.

Additionally, lesson planning helps teachers’ master learning area content. Through the preparation of effective
lesson plans, teachers are able to relearn what they need to teach. In the classroom, well-prepared teachers show
ownership of the learning area they teach. Lesson planning helps teachers know their learners and teach what
students need to learn and therefore ensures curriculum coverage.
Elements of a lesson plan

As mentioned, a lesson plan serves as a teacher’s “road map” for a particular lesson. It is a guide for instruction
and contains details of what a teacher and learners will do in order to tackle a particular topic. Experts agree that a
lesson plan should aim to answer the following questions (Virginia Department of Education):

a. What should be taught?

b. How should it be taught?
c. How should learning be assessed?

What should be taught* Teachers must have a deep understanding of the curriculum and strive to teach its content.
In planning daily lessons, teachers need to follow the Curriculum Guide (CG) of the learning area being taught. Using the
CG, teachers can plan the many ways to teach what it contains including the content standards or the essential
knowledge that students need to learn, performance standards or the abilities and skills learners need to demonstrate in
relation to the knowledge they have learned, and learning competencies or the knowledge, skills, and attitudes learners
need to demonstrate in every lesson.

Following the CG, teachers can also plan their instruction backwards. That is, they can set a long-term vision of what
learners need to be able to master in terms of content and competencies at the end of the school-year and endeavor to
achieve this goal. At the end of the year, learners should have mastery of grade level standards and demonstrate readiness
to learn the curriculum standards of the next grade level. Teachers can guarantee this by taking advantage of and
maximizing the coded curriculum. The lessons teachers plan daily should aid learners in mastering the content and
competencies of the curriculum progressively.

Detailed Lesson Plan

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 Master Teachers 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.

However, when new content is integrated into the curriculum, all teachers are required to write a detailed
lesson plan for that content or subject matter.

The DLP format includes the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and
Reflection.

Objectives: As mentioned above, the lesson plan objectives are statements that describe the expected learning
outcomes of the learners at the end of the lesson. The objectives specify what students need to learn and thereby guide
learners in carrying out the lesson’s activities. They also direct the teacher in selecting the appropriate learning
resources and methods to use in teaching. The lesson plan objectives should also be the bases for assessing student
learning before, during, and after the lesson.

According to Airasian (1994), the lesson plan objectives “(1) describe a student behavior that should result from
instruction; (2) state the behavior in terms that can be observed and assessed; and (3) indicate the content on which the
behavior will be performed (p. 57).” Lesson plan objectives should be aligned with curriculum standards and must be
stated in terms of what learners can/will be able to do at the end of the lesson.

Content: This pertains to the subject matter or the specific content that the lesson aims to teach. In the CG, a
particular topic can be tackled in a week or two.

CCLearning Resources: This is a list of resources that a teacher uses to deliver the lesson. These include the
references used and the other resources needed for the different lesson activities. As stated above, the references a teacher
may use include the TG, LM, textbook, and resources found in the LRMDS portal used for the lesson. The other
resources include those described in the DLL above.
E. APPLICATION

Directions: Write a Detailed Lesson Plan (DLP) in PE and Health. Use the format below:

Sample 4A’s semi-detailed lesson plan

GRADE 10 MAPEH UNIT II: ACTIVE RECREATION (FITNESS)

Learning Competency: Engages in moderate to vigorous physical activities for at least 60
minutes a day, in work or school.

Content Standard: The learner demonstrates understanding of lifestyle and weight

management to promote societal fitness.

Performance Standard: The learner maintains an active lifestyle to influence the physical
activity participation of the community and society.

LESSON PLAN IN GRADE 10 PHYSICAL EDUCATION

Prepared by: MA. CZARINA R. GAUDITE, ED.D.

Objectives: At the end of the lesson, the students should be able to:

a. Identify and interpret the basic hip-hop aerobic dance steps.

b. Appreciate the value of dancing in the improvement and maintenance of your
health and fitness.
c. Create movements in coming-up with hip-hop aerobic routines through
improvisation.

I. Learning Task
Subject Matter: Basic Hip-Hop Aerobic Dance Steps
Concept: Hip-hop dance refers to street dance styles primarily performed to hip-hop music
that have evolved as part of the hip-hop culture.
Materials: Books, Music, Pictures, PowerPoint Presentations about Hip-Hop Aerobics, Videos
Reference: PE and Health Textbooks, Learner’s Module pp. 91-93

II. Developmental Activity

a. Review
Ask learners the following:
- What is Hip-Hop dance?
- What are the benefits of Hip-hop Aerobics?
b. Motivation
“FIX ME, I’m Broken!!!”
Direction: Arrange the jumbled letters to form the word based on the given picture clues.

DEGLI PSTE XOB PSTE UMPP PSTE ULLP OWD

(Glide Step) (Box Step) (Pump Step) (Pull Down)

URTN PSTE PIH ROLL OEHS PAT OOCL ALKW

(Turn Step) (Hip Roll) (Shoe Tap) (Cool Walk)

HOP-PIH AVEW MUJPNGI JCKA NGESCHA

(Hip-Hop Wave) (Jumping Jack Changes)
1. Activity Proper

“Hip-Hop Dance Interpretation”

a. The class will be divided into two (2) groups.
b. Distribute the task sheet for each group. (See Attached Task Sheets)
c. Let them accomplish the task assigned for 5 minutes.
d. Group Presentation.
Note: Conduct Warm-Up Activity before proceeding to the activity.

2. Analysis

Ask learners the following:

- How did you find the workout? Was it easy to perform? Why?
- Were you satisfied with your performance? Why?
- What other health benefits did you achieve while performing the hip-hop aerobic?
- Among the given hip-hop aerobic routine, which basic steps do you find difficult to
perform?
3. Abstraction

Ask learners the following:

- What are the different basic hip-hop aerobic routines you have performed today?
- How do these activities affect you and your lifestyle?
- How do you benefit in these activities?
- Will you recommend hip-hop aerobics to your friends or family members as a form of
exercise?
4. Application

“DANCE TO THE GROOVE OF MUSIC; A Movement Improvisation for Hip-Hop

Aerobics”
1. Inform the groups to create dance choreography or improvise a movement applying or
using the basic hip-hop aerobics.
2. Instruct them to create different dance movements provided the basic hip-hop aerobic
routine should be present in the dance choreography.
3. Let them accomplish the activity for 5 minutes only.
4. Group Presentation will be evaluated with the use of rubric below:
Rubric:

Group Name:__________________________________ Grade/Section: _________________

O VS S NI P
Indicators of Performance
5 4 3 2 1
1. Performs the step patterns correctly with mastery.

2. Performs the step patterns correctly, with mastery,

coordination, and proper counting.
3. Display proper bodily lines while doing the
movements.
4. Foster positive attitude towards the activity.

Performance Indicators:

O- Outstanding Performs without any assistance form anybody yet with

mastery.
VS- Very Satisfactory Performs without any assistance from anybody but with
minimal errors.
S- Satisfactory Performs with little assistance from teacher and/or classmates
 and with minimal errors.
NI- Needs Performs with little assistance from teacher and/or classmates
Improvement and with many errors.
P- Poor Shows no interest in coping with the challenges in the
activities given.

III. Evaluation:
Identification: Identify whether the following dance steps below is Hip-Hop or Street
dance.
1. Glide Step 6. Cool Walk
2. Pull Down 7. Shuffling
3. B-Boying 8. Popping
4. Jumping Jack Changes 9. Hip-Hop Wave
5. Pump Step 10. Box Step

IV. Enrichment:
Watch a Video Presentation in www. [Link] about the basic Hip-Hop Aerobic Dance
Steps. Let the learners create their own dance steps and have it recorded using their
mobile phones. The output will be posted in the messenger or closed group page in
Facebook.
EVALUATION:

DEMONTRATION TEACHING