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4a Lesson Plan

This lesson plan for 2nd Year College students focuses on Inquiry-Based Teaching/Learning, with a duration of 15 minutes. Students will learn to define inquiry-based learning, participate in discussions, and formulate questions for exploration. The assessment includes cognitive, affective, and psychomotor components to evaluate understanding and engagement.

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Aaron Angelo Bermas
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45 views3 pages

4a Lesson Plan

This lesson plan for 2nd Year College students focuses on Inquiry-Based Teaching/Learning, with a duration of 15 minutes. Students will learn to define inquiry-based learning, participate in discussions, and formulate questions for exploration. The assessment includes cognitive, affective, and psychomotor components to evaluate understanding and engagement.

Uploaded by

Aaron Angelo Bermas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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4A LESSON PLAN

Grade Level: 2nd Year College


Duration: 15 minutes
Topic: Inquiry-Based Teaching/Learning

SMART Objective:
By the end of the lesson, students will be able to:
• Cognitive: Define inquiry-based learning and identify its key characteristics.
• Affective: Participate in a discussion about inquiry-based learning.
• Psychomotor: Create a question they want to explore using an inquiry-based
approach.

Materials Needed:
• Cartolina
• Markers
• Printed Handouts

Lesson Proper:

Instructor Actions Students Actions


Activity (5 minutes)
1. Conduct preliminaries 1. Participate in the preliminary activities.
2. Start the lesson by asking: "What do you 2. Think and share their answers.
usually do when you're curious about
something?"
3. Encourage students to share their 3. Give examples (e.g., ask someone,
thoughts. research, observe, try things out).
Analysis (3 minutes)
1. Ask: "How does asking questions help 1. Discuss and answer questions.
us learn?"
2. Group similar answers and highlight 2. Identify patterns in their responses.
patterns.
Abstraction (4 minutes)
1. Define inquiry-based learning. 1. Listen and take notes.
Discuss its key characteristics: 2. Ask follow-up questions if needed.

• Questioning
• Exploration
• Discovery
• Reflection
• Application

Application (3 minutes)
1. Ask students to choose a subject (e.g., 1. Select a subject.
science, history, math).
2. Instruct them to write one question 2. Formulate one question.
they want to explore in that subject
3. Ask: "How can you find the answer?" 3. Share how they might explore the answer.
Assessment:

• Cognitive: Assess students' understanding through their participation and the


quality of their responses when discussing inquiry-based teaching/learning.
• Affective: Observe student engagement during discussions and activities, noting
enthusiasm and willingness to share.
• Psychomotor: Evaluate the simplicity and relevance of their questions, and how
well they apply inquiry-based teaching/learning in their activity designs.
Closure:

• Summarize how Inquiry-Based Learning helps students think and learn better.
• Encourage students to keep using questions and exploration in their future
teaching.
Assessment:
1. Cognitive Formative Assessment: Use a rubric to evaluate students' understanding of
the principles of inquiry-based learning during their activities. (See assessment rubric).
2. Affective: Observe student engagement during both discussions and activities, noting
participation, enthusiasm, and responsiveness. Scoring: Use a simple tally system to
record positive behaviors (e.g., 1 point per active engagement behavior) during
activities. Aim for at least 3 positive behaviors for a satisfactory rating. (See
engagement observation checklist).
3. Psychomotor: Assess the relevance and clarity of the questions created by students, as
well as how effectively they apply inquiry-based learning in the activity.

Cognitive Assessment Rubric


Criteria 1 - Poor 2 - Fair 3 - Good4 - Very Good 5 - Excellent Score
Clarity of Unclear and Somewhat Clear, with
Clear and Very clear,
Explanation confusing. clear, but minor concise, only well-
lacks focus. confusion.
slight issues. organized.
Relevance Mostly Somewhat Mostly relevant,
Highly Fully relevant,
irrelevant. relevant, covers key
relevant, deep
lacking depth. points. covers understanding.
important
points.
Depth of Little to no Basic Solid Strong Thorough and
Understanding understanding. understanding, understanding, understanding, insightful
some gaps. few connects ideas understanding.
misconceptions. well.
Total Score: ______ / 15
Affective Engagement Observation Checklist
Behavior Yes No

Actively participates in team discussions ☐ ☐

Asks questions or challenges a point in discussions ☐ ☐

Shows enthusiasm (smiling, animated speaking) when discussing game ideas ☐ ☐

Offers supportive feedback to peers during presentations ☐ ☐

Engages in follow-up questions after presentations ☐ ☐


Total Positive Behaviors Observed: _____ / 5

Psychomotor Inquiry-Based Learning Activity Rubric:


4 - Very
Criteria 1 - Poor 2 - Fair 3 - Good 5 - Excellent Score
Good
Question Well-
Irrelevant or Clear and Highly relevant
Relevance of somewhat defined,
unclear relevant and engaging
the Question related to the relevant
question question question
topic question
Limited Some Mostly Highly original
Creativity No creativity
creativity originality creative concept
Clear and Extremely
Clarity of Confusing, Somewhat
Mostly clear easy to clear, no
Instructions unclear clear
follow confusion
Somewhat Feasible with Mostly Completely
Feasibility Not practical
feasible adjustments feasible practical
Total Score: ______ / 20

Overall Assessment Summary


• Cognitive Assessment Total: ______ / 15
• Affective Engagement Total: _____ / 5
• Psychomotor Game Design Score: ______ / 20

Prepared by:
Aaron James L. Bermas/BTLED-HE 2A
Name of Student/Section

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