Teaching Plan

1. Currciulum

The curriculum used in the Philippines is K to 12. This program covers Kindergarten and 12 years of basic education with details of 6 years of elementary school, 4 years of junior high school, and 2 years of high school.

Elementary schools are also called elementary schools (Filipino: Mababang Paaralan). It consists of six levels, with the addition of several additional level schools (Level 7). Levels are grouped into two main subdivisions, Primary-level, which includes the first three levels, and Intermediate-level, which includes three levels.

Basic education in the Philippines includes a variety of curricula. Core subjects (main subjects) include Mathematics, Science, English, Filipino (Filipino language), and Makabayan (Social Studies, Educational Livelihoods, Values). Other subjects include Music, Art, and Physical Education. Starting at third level, Science becomes an integral part of the core subjects. In December 2007, President Gloria Macapagal Arroyo announced that Spanish was to be made again as a mandatory subject in all Philippine schools starting in 2008. The announcement has not yet taken effect.

In private schools, subjects include Mathematics, English, Science, Social Studies, Basic Computer, Filipino, Music, Arts and Technology, Home Economics, Health, Physical Education, and in Catholic schools, Religion or Christian Life. International schools and Chinese schools have additional subjects, especially in language and culture.

Until 2004, primary school students traditionally sat for the Primary National Achievement Test (NEAT) administered by the Department of Education, Culture and Sport (DECS). It is intended as a measure of a school's competency, and not as a predictor of a student's intelligence or success in high school. Therefore, the scores obtained by students in NEAT are not used as a basis for their admission to secondary schools. 

During 2004, when DECS was officially changed to the Department of Education (DepEd), and also, as a result of several reorganizations, the NEAT was changed to the National Achievement Test (NAT) by the Department of Education (DepEd). Public and private elementary schools take this exam to measure a school's competency. Since 2006, only private schools for secondary school entrance exams. DepEd expects more than 13.1 million elementary school students in public elementary schools for the 2009 school year.

2. Teaching Plan

In the process of preparing the lesson plan, the Cooperating teacher fully assisted in providing direction, advice, and input. As stated earlier, the lesson plan format at UPI Laboratory School and UNP Laboratory School is very different, because the two schools are in different countries with very striking differences in policies.

At the UNP laboratory school the lesson plan is very short but still detailed and clear about what plans will be implemented in the lesson. In contrast to Indonesia, there is more detail and you even have to include media attachments, materials and other supporting tools in the lesson plan.

However, the lesson plans in both schools are very relevant to what is needed in learning. Maybe in Indonesia I will take the lesson plan points from the UNP Laboratory School to make learning better. 

Here are the details of the lesson plan carried out in learning:

• Elicit. In this stage, students are asked to recall and test their understanding of the previous material. This stage done through questions and answers, discussions, and activities combined with gamification to motivate students to learn the next material. However, in its implementation, this needs to be adjusted because if the meeting fast the first meeting, based on the cooperating teacher’s advice, this stage can be left blank because there is still no previous material.

• Engage. At this stage, the teacher conveys the purpose or objectives of the learning that will be carried out. In this stage, the trigger questions are given so that the students would be curious about the upcoming new lesson.

• Explore. In this stage, students have discussions related to the new concepts learned and practice new skills through activities that have been designed by the teacher. The activities provided at this stage will be the basis for further activities at the explain stage which has entered the developing mastery stage.

• Explain. At this stage, students are given activities with a higher level of difficulty to test students understanding more deeply. At this stage, the activities provided lead to formative assessment. In this stage, students also given the chance to share their discussion result with other class members and together examine and discuss comprehensively.

• Elaborate. This stage is carried out by asking students together to provide real examples of the application of the topics studied, in this case, sequences and series through class discussions and guessing clue games given in the power point presentation displayed. If students are still confused, then one example is given so that students can then provide examples based on their understanding. At this stage, generalization is also carried out related to the topic discussed to ensure that students have understood before continuing with the evaluation/assessment.

• Evaluation. This stage is carried out to assess students' understanding of the topics that have been discussed. The results of this evaluation determine whether the meeting or the next meeting needs to be re-discussed on the same topic or not.

• Extend. This stage is optional depending on the remaining duration and the achievement of student understanding. If from the remaining time, students need enrichment, then questions or activities with a higher level of difficulty can be given. On the other hand, if students' understanding is still not deep enough, remedial or re- explanation can be done.