The 4A’s In Lesson Planning

May 21-25, 2018

 Activity

• Analyze the following pictures / (documents) and

answer the following questions:
1. Each pictures depict what particular matter, situation?
2. What is the common theme among these pictures?
3. After recognizing the common theme, why do you think
it is important for the actualization of any endeavor?
4. As teachers, what particular part of your job needs
utilization of that common theme?

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Learn life at ValNat, your gateway to quality life
Learn life at ValNat, your gateway to quality life
Learn life at ValNat, your gateway to quality life
 Why do instructional planning?

• The Department of
Education (DepEd)
recognizes that instructional
planning is essential to
successful teaching and
learning (Dick & Reiser
1996).
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• 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”
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Three Steps of Instructional Process

• (1) planning instruction;

• (2) delivery of instruction;
and
• (3) assessment of learning

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 Lesson Planning

• is a way of visualizing a lesson before it

is taught.
• According to Scrivener (2005), planning a
lesson entails “prediction, anticipation,
sequencing, and simplifying.”
• Lesson planning is a critical part of the
teaching and learning process.

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Elements of Effective Instructional
Planning

• Identifying clear lesson and learning objectives

while carefully linking activities to them, which
is essential for effectiveness
• Creating quality assignments, which is
positively associated with quality instruction
and quality student work
• Planning lessons that have clear goals, are
logically structured, and progress through the
content step-by-step
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• Planning the instructional strategies to be deployed
in the classroom and the timing of these strategies
• Using advance organizers, graphic organizers, and
outlines to plan for effective instructional delivery
• Considering student attention spans and learning
styles when designing lessons
• Systematically developing objectives, questions,
and activities that reflect higher-level and lower-
level cognitive skills as appropriate for the content
and the student

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• The DLP format includes
the following parts:
Objectives, Content,
Learning Resources,
Procedures, Remarks and
Reflection.
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• Objectives ( Expected Learning Outcomes, specify what students need to
learn, bases for assessing student and must be aligned with the CG)
• Content (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)
• Learning Resources (This is a list of resources that a teacher uses to deliver
the lesson)
• Procedure
• Remarks (Part of the DLP in which teachers shall document specific
instances that result in continuation of lessons to the following day in case
of reteaching, insufficient time, transfer of lessons to the following day as a
result of class suspension, etc.
• Reflection (Part of the DLP should be filled-out right after delivery of the
lesson. Teachers are encouraged to think about their lessons particularly the
parts that went well and the parts that were weak and write about it briefly).

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• Procedures
The procedure details the steps and activities the teachers and learners
will do during the lesson towards achievement of the lesson’s objectives.
The procedure describes the learning experiences that learners will go
through in understanding and mastering the lesson’s content.
Teachers may utilize procedures that are generally recognized and
accepted in their field of specialization.
Flexibility is encouraged in the implementation of the DLP procedure.
Changes in the procedure are allowed based on time constraints or when
adjustments in teaching are needed to ensure learners’ understanding.
The procedure should clearly show the different parts of the lesson
including Before the Lesson, During the Lesson, and After the Lesson

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 The 4A’s
• The collaborative effort of the students
and teachers is a must in order to make
a meaningful and creative learning and
4A’s could be one of the most useful
tools towards it.

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 Brief Explanation of 4A’s

• I. Activity – This will bring understanding to what the learners already

know and clarity to what learners should learn further. At this early
stage, the student should already have a retrospect of what they will be
learning through the activity that will be presented.

• II. Analysis – A more in-depth understanding of the lesson, it is another

phase where the students will process and classify what is valid and
not. The teacher on this part will ask further questions and will also
lead as a facilitator rather than mere lecturing and sharing facts and
ideas (building up the case). The students know gains a wider view of
the lesson but at the same time draws closer to the main topic.

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• III. Abstraction – The teacher on this part will now focus
entirely on the lesson being presented and ask more lead
questions to lead the students in reinforcing what they know
and should know more. The student here starts to feel more
the importance of the lesson to her and see the necessity of it
to his/her life.

• IV. Application – The word itself describes the stage as

bringing the student to a more practical way of using HOW
are they going to use what they have learned and thinking of
new ways on how it can be improve further.
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 Based on Kolb’s Experiential Learning
Theory

• It aims to approach the child holistically.

• It also acknowledges the past schemes of
the student and integrating it to a new one
so most likely this format will bring out
what has been in stored and what is
missing will be filled in eventually towards
a deeper knowledge of the lesson.

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 Kolb’s Experiential Learning Cycle

• Concrete Experience (Activity): In the first stage of the

cycle a person has an experience that serves as the
basis for observation. The individual encounters a new
experience that creates an opportunity for learning.
According to Kolb’s theory, a person cannot learn by
simply observing or reading. The goal is for the
individual to actively participate in the experience so
they can learn from it.
• Reflective Observation (Analysis): In the second stage,
the individual reflects on the experience before making
any judgements. Particular notice is paid to any
inconsistencies between experience and understanding.
The goal is for the individual to review the situation and
find meaning behind the experience.
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• Abstract Conceptualization (Abstraction): In abstract conceptualization,
the individual develops theories to explain their experience. This
analysis often gives rise to a new idea or changes a preexisting
concept. In this stage, the individual identifies recurring themes,
problems and/or issues that will help them with new learning
experiences. The goal is to create concepts that they can apply in the
future.
• Active Experimentation (Application): In the final stage, individuals
apply what they learned in the experience to another
situation. They use their theories to solve problems, make decisions
and influence people and/or events. The learner takes risks and
implements theories to see what will result (experimentation). The goal
is to test the concepts in different and new situations to discover ways
to improve.

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I hear and I forget. I see and I
remember. I do and I
understand.” – Confucius
(person learns through
action)

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 Activity

• Each teacher will craft

their own respective
DLP utilizing the 4A’s
Approach.
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 References:
• DepEd Order No. 42 s., 2016- POLICY
GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K to 12 BASIC
EDUCATION PROGRAM
• http://
xeniaquincyfermin.blogspot.com/2014/
02/the-4-as.html
• https://explorance.com/2015/02/i-do-
and-i-understand-kolbs-experiential-
learning-theory-explained/
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Learn life at ValNat, your gateway to quality life 25