School
Cresencia Drusila Lopez Senior High School
Teacher Romel S. Ladislao
Teaching Dates and Time
Grade Level
Learning Area
12
Practical Research 2
Quarter 1
June 10-11, 13-14, 2019
Monday - CSS 12 (7:30 - 9:45)
FRONT OFFICE/ILLUSTRATION (9:45 10:45)
BPP/FBS 12 (10:45 - 11:45, 12:45 - 1:45)
Tuesday - EPAS/SMAW 12 (7:30 - 9:45)
CSS 12 (10:45 - 11:45, 12:45 - 1:45)
GRADES 1 TO 12
DAILY LESSON LOG
Wednesday
FRONT OFFICE/ILLUSTRATION (7:30 9:45)
BPP/FBS 12 (1:45 - 3:45)
Thursday - EPAS/SMAW 12 (12:45 - 2:45)
Friday - GAS 12 (7:30 - 9:45)
FRONT OFFICE/ILLUSTRATION (12:45 1:45)
Monday
I.
A.
B.
OBJECTIVES
Content Standards
Performance Standards
C.
Learning Competencies/ Objectives
(Write the LC code for each)
Tuesday
Wednesday
Thursday
Friday
Objectives must be met over the 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 developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates
understanding of :
1.
the importance of
quantitative research across
fields
The learner is able to:
⮚
decide on suitable
quantitative research in
different areas of interest
The learner:
1.
differentiates kinds
of variables and their
uses(CS_RS12-Ia-c-3)
The learner demonstrates
understanding of :
2.
the importance of
quantitative research across
fields
The learner is able to:
⮚
decide on suitable
quantitative research in
different areas of interest
The learner:
2.
differentiates kinds
of variables and their
uses(CS_RS12-Ia-c-3)
The learner demonstrates
understanding of :
the importance of quantitative
research across fields
The learner is able to:
decide on suitable
quantitative research in
different areas of interest
The learner:
differentiates kinds of variables
and their uses(CS_RS12-Ia-c3)
Page 1 of 4
II.
CONTENT
III. LEARNING RESOURCES
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Different Kinds of Variables
Different Kinds of Variables
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A.
References
1.
Teacher’s Guide pages
2.
Learner’s Material pages
3.
Textbook pages
4.
Additional Materials from Learning
Resource (LR) portal
B.
Other Learning Resources
IV.
PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
B.
Establishing a purpose for the lesson
C.
Presenting examples/instances of the
new lesson
D.
Discussing new concepts and
practicing new skills #1
E.
Discussing new concepts and
practicing new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
These steps should be done across the week. Spread out the 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 processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
Elicit review of previous
discussion, by asking learners
the importance of quantitative
research across different
fields. (5 mins.)
Elicit review of previous
discussion, by asking learners
some characteristics of
Quantitative Research (5
mins.)
In researching there are
conditions that may vary or
change in quality or quantity
and we call it VARIABLES or
FACTORS.(5 mins.)
The independent variable, or
treatment, is under the control
of and administered by the
experimenter.
Just like in Qualitative
Research, Quantitative
Research also has
characteristics, strengths and
weaknesses.
Quantitative Research uses
methods and tools that calls for
measurable characteristics
such as age, gender,
educational status etc.
One of its strengths is that its
results are unbiased.
The behavior that is potentially
affected by the treatment and
that we measure is called the
dependent variable
A qualitative variable is one
that differs in kind rather than
in amount.
3 FACTS AND A FIB
This helps with distinguishing
between multiple choice
answers.
One of its weaknesses is that it
is costly.
Just like quantitative research
has strengths and weaknesses
we as individuals also do have.
NO CLASSES –
NATIONAL
HOLIDAY –
INEPENDENCE
DAY
Elicit review of previous
discussion, by asking the
learners examples of nominal,
ordinal, interval and ratio types
of variables (5 mins.)
Variables have types,
attributes, agreement and
kinds.
Nominal – Gender
Ordinal – Grades
Interval – Temperature
Ratio - Height
For interval variables the
concept of zero does
exist while for ratio
variables zero doesn’t
exists.
Male and Female are
examples of variable
attributes of Gender.
SURVEY GROUP
ACTIVITY through a
survey please find out the
favourite food of your
section choices are;
Page 2 of 4
G.
Finding practical applications of
concepts and skills in daily living
H.
Making generalizations and
abstractions about the lesson
I.
1. Have students write 3 facts
and a fib on a sticky about
characteristics, strengths and
weaknesses of qualitative
research
2. They will trade with a
partner to find the fib
3. Discussions
4. Instructor clarifies/verifies
(TO DISTINGUISH THE FIB
WITHIN A SET OF FACTS
REQUIRES CRITICAL
THINKING)
SUPERHERO VERSION OF
ME.
There are variables which are
capable of ruining our research
if not taken in account to just
like intervening variables.
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Variables also has attributes.
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
WRITESHOP incorporating
variables.
Presentation of their
DRAWINGS
Presenting the results of
the Survey per group
students will be drawing a
superhero version of
themselves identify and
assigning strengths and
weaknesses.
(THIS ACTIVITY IS
INTEGRATED INTO ARTS)
1. Chocolates
2. French Fries
3. Fried Chicken
4. Ice Cream
5. Pizza
Tally the results. Get the
frequency. Interpret the
results using graphs. One
or two from each group
will report. (THIS
ACTIVITY IS
INTEGRATED WITH
STATISTICS)
Variables will also teach
us that there are different
level of agreement of our
respondents.
Evaluating learning
J.
Additional activities for application or
remediation
V.
REMARKS
VI.
REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.
No. of learners who earned 80% in the
evaluation.
B.
No. of learners who require additional
activities for remediation who scored below 80%
C.
Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D.
No. of learners who continue to require
remediation
Page 3 of 4
E.
Which of my teaching strategies
worked well? Why did these work?
F.
What difficulties did I encounter which
my principal or supervisor can help me solve?
G.
What innovation or localized materials
did I use/ discover which I wish to share with
other teachers?
COMMENTS
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