Instructional Plan [iPlan]

[With inclusion of the provision of DepEd Order No. 8, s. 2015]

Learning Area: TLE Computer Systems Servicing (CSS) NCII Grade Levels: 11

iPlan No.: 16 Quarter: 3 Duration: Dec. 1-2;

5-9,

Learning Demonstrate an understanding of concepts and Code:

Competency/i principles in setting up computer networks TLE_IACSS912SUC
es: N-IVa-j-33
[Taken from the
Curriculum
Guide]

Key Concepts/ Apply quality standards in setting up computer networks based established
Understandin procedures and system requirements for hardware
gs to be
Developed

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Remembering The learner Identify necessary network
The factor or can recall
information materials in accordance with
condition of knowing
something with and retrieve established procedures and
relevant
familiarity gained
knowledge
check against system
through experience or requirements
association from long-
term memory:
identify,
Recognize necessary network
retrieve,
recognize, materials in accordance with
duplicate, list, established procedures and
memorize, check against system
repeat,
requirements
describe,
reproduce

Understanding The learner Explain work in accordance

can construct
meaning from with process improvement
oral, written procedures.
and graphic
messages:
interpret,
exemplify,
classify,
summarize,
infer,
compare,
explain,
paraphrase,
discuss

Skills Applying The learner Implement the usage of tools,

The ability and can use
information to equipment, and testing
capacity acquired
through deliberate, undertake a devices in accordance with
procedure in
systematic, and
familiar
established procedures.
sustained effort to
smoothly and situations or in
adaptively carry out a way: Use appropriate PPE
execute,
complex activities or.. implement,
the ability, coming demonstrate,
from one’s dramatize,
knowledge, practice, interpret,
aptitude, etc., to do solve, use,
something illustrate,
convert,
discover

Analyzing The learner Determine cable routes in

can
distinguish
accordance with network design
between parts and actual installation site
and determine
how they
relate to one
another, and
the overall
structure and
purpose:
differentiate,
distinguish,
compare,
contrast,
organize,
outline,
attribute,
deconstruct

Evaluating The learner Evaluate tools, equipment and

can make
judgments
testing devices in accordance
and justify with established procedures
decisions:
coordinate,
measure,
detect,
defend, judge,
argue, debate,
describe,
critique,
appraise,
evaluate

Creating The learner Plan cable routes in accordance

can put
elements
with network design and actual
together to installation site
form a
functional
whole, create
a new product
or point of
view:
generate,
hypothesize,
plan, design,
develop,
produce,
construct,
formulate,
assemble,
devise

Attitude A settled way of thinking or feeling Impart ideas on how to check

about someone or something, tools, equipment and testing
typically one that is reflected in a
person’s behavior: devices

Values [RA 849]

 · A learner principles
or standards of
behavior; one’s
judgment of what is
important in life.
· Go beyond
learner’s life on
earth, include more
than wealth and
fame and would
affect the eternal
destiny of millions
Resources Listing of all
resources needed
Needed
Introductory Activity
This part introduces the lesson content.
Although at times optional, it is usually
included to serve as a warm-up activity to give
the learners zest for the incoming lesson and
an idea about what it to follow. One principle
in learning is that learning occurs when it is
conducted in a pleasurable and comfortable
atmosphere.
Activity
This is an interactive strategy to elicit learner’s
prior learning experience. It serves as
springboard for new learning. It illustrates the
principle that learning starts where the
learners are. Carefully structured activities
such as individual or group assessment,
dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created.
Clear instructions should be considered in this
part of the lesson.
Analysis
Essential questions are included to serve as a
guide for the teacher in clarifying key
understandings about the topic at hand.
Critical points are organized to structure the
discussion allowing the learners to maximize
instructions and sharing of ideas and opinions
about expected issues. Affective questions
are included to elicit the feelings of the
learners about the activity or the topic. The
last questions or points taken should lead the
learners to understand the new concepts or
skills that are to be presented in the next part
of the lesson.
Abstraction
This outlines the key concepts, important
skills that should be enhanced, and the proper
attitude that should be emphasized. This is
organized as a lecturette that summarizes the
learning emphasized from the activity,
Maka-Diyos
Maka-tao
Makakalikasan Follow OHS policies
Makabansa
Book, computer system unit, projector, laptop, internet,
photocopy etc.
METHODOLOGY
Group of Students’ Learning Action Circle. Introduce how
GSLAC session is implemented to the student’s activity of
the day.
1. There should be a facilitator, document, and reporter;
2. The activity pertains to problem-posing education
(Paolo Freire) in relation to the assigned topic of the day;
3. Reporter should report before the class. Forms should
be submitted.Browse online
Group Activity. Topics of Information Sheet 2.2.1
A. Discussions about Setting up laptops and Networks
B. Performance of Task Sheet @ MS PPT Online Slides
C. Implementation of the Performance Criteria Checklist
D. Evaluation Form using MS Excel pertaining to the
Customer Service Satisfaction.
E. Collaboration of group members’ application of using MS
Power Point applications.
Group Activity. Group of Students’ Learning Action Circle
performs Group Analysis
· Facilitator facilitates the discussions in MS Access
Application;
· Discussions emphasize problem-posing
education/learning (Paolo Freire)
· Problems about Setting up PC and Networks shall be
taken up by the group;
· Possible solutions shall be suggested by the group
members;
· The documenter should write down/encode individual
member’s discussion, problem, and possible solutions of the
stated problems.
Sum-up Discussion. Apply quality standard in CSS
The learners and group reporters demonstrate an
understanding of concepts and underlying principles in
 analysis and new inputs in this part of the applying quality standard in computer systems servicing.
lesson.
They emphasize the problem-posing for learning in relation to
Computer and Networks.

Application Group Demonstration.

This part is structured to ensure the
commitment of the learners to do something
to apply their new learning in their own
environment.
Group members explore the Computer and Networks using
Online computer. Click this linked webpage.
Group reporters shall present to the class their group
outputs using online slides

Assessment Online Quiz. Please answer 1 to 10 item-online quiz in

For the Teacher to:
1. Assesses whether learning objectives
this link below:
have been met for a specified duration
2. Remediate and/or enrich with appropriate Please submit your responses using the submit
strategies as needed
3. Evaluate whether learning intentions and button and view your score before leaving the computer.
success criteria have been met

[Reminder: Formative Assessment may be

given before, during or after the lesson.]

Assignment Reinforcing/
Note: Fill-in any of the strengthening
four purposes the day’s
lesson

Enhancing/
inspiring the
day’ lesson

Preparing for Make a research on Computer and Networks using online PC

the new and other ICT gadgets. Browse this link.
lesson

Concluding Closing Quote: The teacher reads this quote.

Activity
This is usually a brief but One of the challenges in networking is everybody thinks it's making cold calls to
effective closing activity strangers. Actually, it's the people who already have strong trust relationships
such as a strong
quotation, a short song, with you, who know you're dedicated, smart, a team player, who can help you.
an anecdote, parable or Reid Hoffman
a letter that inspires the
learners to do something
to practice their new Source: https://www.brainyquote.com/quotes/authors/r/reid_hoffman.html
learning.

Prepared by:

Name: ARGEN A. VILLAROSA School: PAMPLONA NATIONAL HIGH SCHOOL

Position/Designation: T-2 Division: TANJAY CITY

Bibliography
Qiyun Wang (2008) A generic model for guiding the integration of ICT into teaching and
Learning. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14703290802377307 on
December 12, 2016

Freire, Paulo (2000). Pedagogy of the Oppressed. New York: Continuum, p. 9.[1]
Stern, Sol. "Pedagogy of the Oppressor", City Journal, Spring 2009, Vol. 19, no. 2. Retrieved from
https://en.wikipedia.org/wiki/Pedagogy_of_the_Oppressed#Bibliography on October 9,
2016