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[Audio] Guidelines on Lesson Planning and Learning Design DepEd Order No. 016, s. 2026 Establishing a flexible, efficient, and context-responsive instructional framework to elevate teaching quality. "Good morning everyone. Today we will discuss one of the most important policy reforms of the Department of Education—DepEd Order No. 16, s. 2026. This policy introduces the ILAW Framework, which aims to make lesson planning more meaningful, flexible, and responsive to learners' needs. This Order is not about changing lesson plan formats. Rather, it is about improving classroom instruction while reducing unnecessary paperwork for teachers." Emphasize The goal is better teaching, not more documents..

[Audio] This slide introduces the heart of the policy—the ILAW Framework. The four components work together to create meaningful learning. Everything begins with the curriculum standards and ends with learner achievement. The framework is flexible, meaning teachers may adapt their lesson according to learners' needs, available resources, and classroom context." Emphasize- The framework is cyclical, not linear. Teachers continuously improve instruction..

[Audio] This slide focuses on the first two parts of ILAW. First is Intentions. Teachers clearly identify: • What learners should know • What learners should be able to do • What values or attitudes should be developed. Next is Learning Experiences. Teachers select activities that allow learners to achieve those intentions. Activities should not be entertaining only—they must help learners reach the intended learning outcomes." Example: Instead of: "I'll let learners make a poster." Ask: "Will making the poster demonstrate mastery of the competency?".

[Audio] "The lesson does not end after teaching. Teachers need to determine whether learning actually happened. Assessment should measure the intended learning outcomes. Then, based on the assessment results, teachers decide the next steps. Some learners may need remediation. Others may need enrichment." Emphasize: Assessment is for learning, not only of learning. (formative not only summative).

[Audio] "This is a self-assessment tool for teachers. Instead of supervisors checking every detail of the lesson plan, teachers themselves reflect whether their lesson is aligned with the ILAW Framework. This promotes professional responsibility. Message for School Heads and PSDSs Guide teachers. Do not use this checklist as another compliance document..

[Audio] SIMPLIFIED LESSON PLANNING GUIDE Slides 8–10 Simplified Lesson Planning Guide These three slides show sample lesson planning guides. Explain "These are only examples. Notice that they are shorter and simpler than traditional detailed lesson plans. The guide helps teachers organize their thinking without requiring unnecessary details." Very Important Tell participants: These are NOT mandatory templates. Schools may develop contextualized formats..

[Audio] . Learning Experience A learning experience is like a thoughtftilly desigled journey. activity and interaction builds towards meani.ngftll understanding and growth. Identi$• activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful and coherent Describe hou,• you help the learners get for the FIQW.• r»scribe the actitÅties thar you cart implement in or more sessions to meet your intentions, Apply the Bindptes. use the prompts as a guide- Note, not an are expected in et..wry make the ob#ctiaæs clear for the learners gui& learners before them try the on their own check the state M the learners' understanding. and mastery over the connect today 's new to past among teamers invite learners to reflet* on why this matters to ensure for learnmg styles. and contexts Lear-rung Resources,' List doum the learning resouræs that help you your Ensure that they are and Include and in Of emergencies. Wnte down any rnssihilities to meaningfutty conne-:t to another tearning area. : context. Or technokvy- Write N/A if none-.

[Audio] . Assessing Assessments reveal what learners have gained and what they Still need help with. These are helpful in providing you with infit-mation to guide your Kature instruction throughout the entire session. Learning Formative Assessment: Create a task. activity Or to learnirg and provide feedback every now and then. Include u.ays for learners to ask for or support throughout each session. Remember to apprcv•iate so au demonstrate their understanding (e.g., turied response formats, small group options, casual Or audttOry Ways Forward Meaningful learning can also happen beyond the classroom — for both the learners and the teacher. Pause and reflect on what happened today. Suggest other learning experiences outside the classroom/ck•ss hours that learners may to ac:æs.s to reinforce what they hat-e learned, to spark their Curiosities Or that may them support in their areas of dWicu.Ey- Think about what you næd to change for the next session based on What happened today. Is there somethirv the learners are interested there Some things you tike Sham : your m-teachers, parents. or school leaders about : yo ur chssroorn experience P What u.ould you Eke : your help you Reßecaons may be tvritten in brief notes, bullets. or :.

[Audio] “The lesson planning guide shall serve only as a reference tool and shall not be interpreted as a required national template.” “A lesson plan shall be considered sufficient when the ILAW Framework is evident and aligned.” Important Policy Reminder: This slide contains one of the most important provisions of the Order. Explain "The lesson planning guide serves only as a reference. It is NOT a required national template. This means schools should avoid requiring teachers to strictly follow one format. Different schools may use different templates as long as the ILAW Framework is clearly reflected." Tell School Heads Please avoid saying, "This is the only acceptable lesson plan." Instead ask, "Does this lesson demonstrate the ILAW Framework?" This is the biggest mindset shift under DO 16..

[Audio] Flexibility in Practice Explain "Teachers work under different conditions. Some teach multigrade classes. Some have limited instructional materials. Others teach learners with diverse needs. The ILAW Framework allows teachers to exercise professional judgment while maintaining curriculum standards." Emphasize: Professional flexibility does not mean professional inconsistency. Curriculum standards remain the same..

[Audio] Collaborative Advantage Explain "Lesson planning should not be done in isolation. Teachers should collaborate through: • Learning Action Cells • Grade level meetings • Department meetings • Coaching • Mentoring Good lesson planning improves when teachers learn from one another.".

[Audio] Focus on learner outcomes, not the format of the lesson plan. A lesson plan is sufficient when the ILAW Framework is evident and aligned with the curriculum—not when it follows a specific template..

[Audio] Support teachers as instructional leaders, not compliance officers. School Heads and PSDSs should use lesson planning as an opportunity for coaching, mentoring, and improving classroom practice rather than checking documents for compliance..

[Audio] Use flexibility responsibly. DepEd Order No. 16 gives teachers professional discretion to adapt lessons to their learners and context, while ensuring alignment with curriculum standards and the principles of the MATATAG Curriculum..

[Audio] Frequently Asked Questions 1. Is there a prescribed national lesson plan template under DepEd Order No. 16? Answer: No. DepEd Order No. 16 clearly states that the lesson planning guide is only a reference tool and should not be interpreted as a required national template. Schools and divisions may use contextualized formats, provided that the essential elements of the ILAW Framework are clearly evident and aligned with the curriculum. Key message: Focus on the quality of lesson planning, not on the format..

[Audio] 2. Can schools continue using their existing lesson plan format? Answer: Yes. Existing lesson plan formats may continue to be used as long as they clearly reflect the four components of the ILAW Framework: • Intentions • Learning Experiences • Assessment • Ways Forward The format is flexible; what matters is alignment with the framework..

[Audio] 3. Should teachers still prepare lesson plans every day? Answer: Teachers are still expected to plan their lessons. However, DepEd Order No. 16 promotes efficient, purposeful, and flexible lesson planning, rather than lengthy documentation prepared merely for compliance. The emphasis is on planning quality instruction—not producing voluminous paperwork..

[Audio] 4. Does this mean teachers no longer need detailed lesson plans? Answer: Not necessarily. The level of detail depends on the teacher's needs and the instructional context. For example: • Beginning teachers may benefit from more detailed lesson plans. •Experienced teachers may use more concise plans. What is important is that the lesson plan effectively guides instruction..

[Audio] 5. How should School Heads monitor lesson plans? Answer: School Heads should shift from checking compliance to providing instructional support. Instead of asking: "Is the format complete?“ they should ask: • Are the learning intentions clear? • Are the activities aligned with the competency? • Does the assessment measure the intended learning? • What is the teacher's plan after assessment? Monitoring should become coaching..

[Audio] 6. During classroom observation, should lesson plans still be checked? Answer: Yes. Lesson plans remain important because they show how instruction was designed. However, the lesson plan should be evaluated based on: • curriculum alignment • coherence • appropriateness of learning experiences • assessment and •responsiveness to learners, rather than on the amount of documentation..

[Audio] 7. What if teachers use different lesson plan formats within one school? Answer: That is acceptable, provided that each lesson plan demonstrates the ILAW Framework. Professional flexibility is encouraged because teachers teach different grade levels, learning areas, and learner contexts..

[Audio] 8. What if a teacher uses Artificial Intelligence (AI) to prepare lesson plans? Answer: AI may assist teachers in generating ideas, activities, or draft lesson plans. However, teachers remain professionally responsible for ensuring that the lesson is: • accurate • curriculum-aligned • contextualized • age-appropriate • culturally responsive and • suitable for their learners. AI is a tool—not a substitute for professional judgment..

[Audio] 9. Can AI-generated lesson plans be submitted without editing? Answer: No. Teachers remain accountable for everything they submit and implement. AI-generated outputs should always be reviewed, validated, revised, and contextualized before use..

[Audio] 10. Why is "Way/s Forward" included in the framework? Answer: The Way/s Forward helps teachers decide what to do after assessing learners. For example: • remediation •intervention • enrichment • reteaching • extension activities It ensures that assessment results are actually used to improve learning..

[Audio] 11. Can teachers collaborate in preparing lesson plans? Answer: Yes. DepEd encourages collaboration through: • Learning Action Cells (LACs), • grade-level meetings, • department meetings, • mentoring, • coaching. Collaborative planning promotes consistency and improves instructional quality..

[Audio] 12. How should supervisors supervise implementation? Answer: PSDS should focus on instructional leadership by: • providing technical assistance, • coaching School Heads, • ensuring curriculum alignment, • supporting professional learning, • encouraging collaboration, • monitoring the quality of teaching rather than merely checking compliance..

[Audio] 13. What changes should School Heads implement immediately? Answer: School Heads should: • avoid requiring one mandatory lesson plan template, • orient teachers on the ILAW Framework, • use coaching conversations instead of compliance checks, • encourage collaborative lesson planning, • provide feedback based on teaching quality..

[Audio] 14. What evidence should School Heads look for during monitoring? Answer: Evidence that- • learning intentions are clear, • activities align with competencies, • assessments measure intended outcomes, • learners are actively engaged, • teachers use assessment results to improve instruction..

[Audio] 15. What is the biggest mindset shift under DepEd Order No. 16? Answer: The biggest shift is moving: From checking documents → improving instruction. Instead of asking, "Did the teacher complete the lesson plan?“ Instructional leaders should ask, "Did the lesson help learners achieve the intended learning outcomes?" That is the essence of the ILAW Framework..

[Audio] Post Test Instruction: Choose the letter of the correct answer..

[Audio] 1. Teacher Ana has been teaching the same learning area for many years. She now prepares a concise lesson plan because she already has extensive experience and understands her learners well. Is this consistent with the new guidelines? A. No. Experienced teachers must always prepare detailed lesson plans. B. No. All teachers must use the same level of detail. C. Yes. The level of detail may depend on the teacher's needs and instructional context. D. Yes, but only if the teacher stops using a lesson plan..

[Audio] 2. A beginning teacher is preparing a lesson on a complex competency for the first time. She decides to prepare a more detailed plan to guide her instructional decisions. Which is the BEST interpretation? A. The teacher is not following the principle of flexibility. B. The teacher may use a more detailed plan when it is helpful to her instructional needs. C. Beginning teachers are required to use a particular national template. D. Detailed lesson planning is no longer allowed..

[Audio] 3. During a classroom observation, a School Head notices that the teacher's lesson plan looks different from the format used by other teachers in the school. The School Head should first determine whether: A. the teacher used the school's required template B. the lesson plan has the same number of pages as others C. the ILAW Framework is evident and aligned with the curriculum D. the teacher copied the format used by the most experienced teacher.

[Audio] 4. A teacher planned a poster-making activity because she thought learners would enjoy it. However, the activity does not allow learners to demonstrate the targeted competency. What should the teacher reconsider? A. The number of learners in the class B. Whether the activity is aligned with the intended learning outcome C. Whether the lesson plan is sufficiently long D. Whether the activity is visually attractive.

[Audio] 5. After a lesson, Teacher Ben discovers through assessment that several learners have not mastered the competency, while others have already demonstrated mastery. What would be the most appropriate Way Forward? A. Proceed to the next competency without considering the results. B. Give exactly the same activity to all learners again. C. Plan appropriate remediation for those who need support and enrichment for those ready for more. D. Rewrite the entire lesson plan using a longer format..

[Audio] 6. A School Head tells teachers: “Starting next month, everyone must use this exact lesson plan template. No other format will be accepted.” Which response is most consistent with the revised policy? A. The directive is appropriate because uniformity is the main goal. B. The directive is appropriate because all teachers should have identical lesson plans. C. The school should recognize that the Lesson Planning Guide is a reference and not a required national template. D. Teachers should prepare both the prescribed and their preferred formats..

[Audio] 7. A teacher asks an AI tool to create a lesson plan. Before using it, she checks the content for accuracy, curriculum alignment, contextual relevance, age-appropriateness, and suitability for her learners. What principle is demonstrated? A. AI replaces teacher professionalism. B. AI may support teachers, but professional judgment remains with the teacher. C. AI-generated lesson plans do not require teacher review. D. AI should make all decisions in lesson planning..

[Audio] 8. During a Learning Action Cell session, teachers from the same grade level work together, share resources, discuss learner needs, and improve their lesson plans. Which practice is demonstrated? A. Compliance monitoring B. Collaborative lesson planning C. Standardized lesson planning D. Independent lesson planning.

[Audio] 9. A Public Schools District Supervisor/school head reviews lesson planning practices in schools. Instead of simply asking whether teachers have submitted their lesson plans, the supervisor/school head discusses curriculum alignment, learner needs, instructional strategies, and possible improvements with School Heads. What approach is being demonstrated? A. Document inspection B. Compliance monitoring C. Instructional leadership and technical assistance D. Administrative reporting.

[Audio] 10. During monitoring, a School Head asks a teacher the following questions: • Are your learning intentions clear? • Are the activities aligned with the competency? • Does your assessment measure the intended learning? • What will you do after seeing the assessment results?.

[Audio] What does this approach BEST demonstrate? A. Focus on the length and completeness of the lesson plan B. Focus on the quality and impact of instruction C. Focus on uniformity of lesson plan formats D. Focus on documentation compliance.

[Audio] "As instructional leaders, our role is no longer to collect lesson plans simply for compliance. Our role is to empower teachers to design meaningful learning experiences. Let us remember that the true measure of a lesson plan is not its length, format, or appearance—it is the quality of learning it enables. When we support teachers in planning better lessons, we ultimately improve learner outcomes.".

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