GRADES 1 to 12

DAILY LESSON LOG School STA. CRUZ NATIONAL HIGH SCHOOL Grade Level 12
MAURICE DENCE B. BACALING PRACTICAL RESEARCH 2
Teacher Learning Area
September 23, 2024 - September 27, 2024
Teaching Dates and Time (50 minutes) Quarter 2nd

MONDAY 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
I. 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.
1. quantitative research
design
2. description of sample
3. instrument
development
4. description of
intervention (if applicable)
5. data collection and
analysis procedures such
as survey, interview and
observation
6. guidelines in writing
research methodology
A. Content Standards
describe adequately
quantitative research
designs, sample,
instrument used,
intervention (if
applicable), data
collection, and analysis
procedures

B. Performance Standards
MELC : Chooses appropriate
quantitative research
design
At the end of the
lesson, the students will be able
to: Cognitive:
Identify and differentiate
between the various types of
quantitative research designs
(e.g., descriptive, correlational,
C. Learning Competencies / causal-comparative,
Objectives experimental).
Affective: Appreciate the
significance of selecting the
correct research design for
ensuring the validity and
reliability of a study.
Psychomotor: Construct an
outline of a research proposal
using an appropriate
quantitative research design
based on a given research
problem.
CS_RS12-IIa-c-1
Write the LC code for each
II. CONTENT
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
Quantitative Research
Design

III. LEARNING RESOURCES 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 Materials pages

3. Textbook
4. Additionalpages
Materials from
Learning
Resource (LR) portal
SHS Practical Research 2
Alternative Delivery Mode
Quarter 2 – Module 1: Understanding
Data and Ways to Systematically
Collect Data
First Edition, 2020

B. Other Learning Resources

IV. PROCEDURES 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
A. Reviewing previous lesson or Review the previous lesson on
presenting the new lesson "Formulating Research
Problems and Hypotheses".
Brief recap on how the research
problem shapes the direction of
the study and the importance
of formulating hypotheses that
can be tested through
quantitative methods.
Question for Review: (SOLO -
Relational Level)
"How does a well-defined
research problem lead to the
selection of a research design?"

B. Establishing a purpose for the Explain that today’s lesson will

lesson focus on choosing the
appropriate quantitative
research design, which is a
crucial step in the research
process.
MELC : Chooses
appropriate quantitative
research design
At the end of
the lesson, the students will be
able to:
Cognitive: Identify and
differentiate between the
various types of quantitative
research designs (e.g.,
descriptive, correlational,
causal-comparative,
experimental).
Affective: Appreciate the
significance of selecting the
correct research design for
ensuring the validity and
reliability of a study.
Psychomotor: Construct an
outline of a research proposal
using an appropriate
quantitative research design
C. Presenting examples/ instances Provide specific research
of the problems and match them with
new lesson appropriate research designs.
1. Research Problem: "What are
the study habits of high school
students?"
Design: Descriptive Design
2. Research Problem: "Is there
a relationship between
students' academic
performance and the amount of
time spent on social media?"
3. Design: Correlational Design
Research Problem: "Do
students who study with music
perform better on tests than
those who study in silence?"
Design: Experimental Design

D. Discussing new concepts and Concept Discussion:

practicing
new skills #1 1. Descriptive Design: Used to
describe characteristics of a
population or phenomenon.
2. Correlational Design:
Investigates the relationship
between two or more variables
without manipulating them.
3. Causal-Comparative Design:
Compares different groups to
identify cause-and-effect
relationships.
4. Experimental Design:
Manipulates one variable
(independent) to determine its
effect on another variable
(dependent), often using a
control group.
E. Discussing new concepts and Group Activity:
practicing new skills #2 Students will be given research
problems. They will identify the
appropriate quantitative
research design and justify
their choice. Refer to
page 7 (CO_Q2_SHS Practical
Research 2_Module 1)

F. Developing mastery Interactive Exercise:

(Leads to Formative Assessment 3) 1. Present the class with
several research questions.
2. Individually, students will
choose the correct research
design and justify their
selection.
3. Peer review: Students will
share their answers with a
partner, compare designs, and
refine their reasoning.
Sample Problems:
1. Research Problem: "What is
the effect of sleep deprivation
on the test performance of
senior high school students?"
2. Research Problem: "Is there
a relationship between
students’ level of stress and
their academic performance?"
G. Finding practical applications of 1. Discuss how choosing the
concepts and skills in daily living right research design applies to
real-life problem-solving.
2. Example: When conducting
surveys or studies for
community projects,
businesses, or even making
personal decisions (e.g.,
determining the effectiveness
of different study techniques or
workout routines), selecting an
appropriate research design
ensures reliable and valid
results.
Question for Reflection:
(SOLO - Extended Abstract)
"How can understanding
research designs help you
make better decisions in your
daily life?"
H. Making generalizations and Class Sharing:
abstractions about the lesson
Encourage students to share
their insights on how the
research design impacts the
accuracy and reliability of the
study.
Lead them to conclude that the
nature of the research problem
dictates the appropriate design,
and the success of the study
depends on this choice.
Key Takeaway:
"The right research design
answers the research question
efficiently and provides credible
data for analysis."

I. Evaluating learning Assessment Task:

1. Provide students with new

research scenarios.
2. Individually, they will
select the most appropriate
research design and explain
their choice in a short
paragraph. Students will choose
between descriptive,
correlational, causal-
comparative, or experimental
designs.
J. Additional activities for Group Homework:
application or Ask students to develop their
remediation research proposal outline for a
quantitative study of their
choice, focusing on the
research problem and selecting
the appropriate research
design.

V. REMARKS First Quarter First Quarter

Examination Examination

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?
A. [Link] learners who earned 80% on the Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
formative
assessment
B. [Link] learners who require additional
activities for
remediation.

C. Did the remedial lessons work? [Link]

learners
who have caught up with the lesson.
D. [Link] learners who continue to require
remediation

E. Which of my teaching strategiesworked

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?

Prepared by: MAURICE DENCE B. BACALING Checked by: JOSEPHINE A. ARAGON

Master Teacher II Secondary School Principal II

GRADES 1 to 12
DAILY LESSON LOG School STA. CRUZ NATIONAL HIGH SCHOOL Grade Level 12
Disciplines and Ideas in the
MAURICE DENCE B. BACALING
Teacher Learning Area Applied Social Sciences
September 23, 2024 - September 27, 2024
Teaching Dates and Time (50 minutes) Quarter 2nd

MONDAY 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
I. 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.
clientele and audiences
in social work

A. Content Standards
use acceptable research
protocols, conduct a
survey among young
adults (i.e., ages 18–21)
on their social work needs

B. Performance Standards
MELC: describe the clientele
of social work
At the end of the
lesson, the students will be able
to: Cognitive:
Identify and describe the
various types of clientele that
social workers serve.
Affective: Appreciate the
diverse needs and challenges
C. Learning Competencies / faced by social work clients,
Objectives developing empathy and
understanding for marginalized
groups.
Psychomotor: Analyze real-life
case studies and propose
appropriate social work
interventions based on the
specific needs of different
clients.

HUMSS_DIASS
Write the LC code for each 12-Ig-24
II. CONTENT
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
CLIENTELE AND
AUDIENCES IN SOCIAL
WORK

III. LEARNING RESOURCES 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 Materials pages

3.
4. Textbook
Additionalpages
Materials from
Learning
Resource (LR) portal
Alternative Delivery Mode Module 3 -
DIASS Social Work Deped Region 10

B. Other Learning Resources

IV. PROCEDURES 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
A. Reviewing previous lesson or Review the previous lesson on
presenting the new lesson The Role of Social Workers and
how they function in society to
provide support, advocacy, and
resources.
Highlight key points on the
importance of social work in
promoting social justice and
well-being.
Question for Review:
(SOLO - Multistructural)
"What are the key
responsibilities of a social
worker in addressing the needs
of the community?"

B. Establishing a purpose for the 1. Introduce today’s lesson by

lesson explaining that social workers
serve a wide range of
individuals and groups, referred
to as their "clientele."
2. State that understanding the
specific needs of these clientele
helps social workers provide
effective services and tailor
interventions accordingly.
3.
MELC: describe the clientele
of social work
At the end of the
lesson, the students will be able
to: Cognitive:
Identify and describe the
various types of clientele that
social workers serve.
Affective: Appreciate the
diverse needs and challenges
faced by social work clients,
developing empathy and
understanding for marginalized
groups.
Psychomotor: Analyze real-life
case studies and propose
appropriate social work
interventions based on the
specific needs of different
clients.
C. Presenting examples/ instances PHOTO ANALYSIS: Present
of the different types of clientele in
new lesson social work with specific
examples: 1.
Individuals:
Example: A young adult
struggling with substance
abuse.
Focus: Personal counseling,
rehabilitation services.
2. Families:
Example: A single parent
household facing financial
difficulties.
Focus: Family counseling,
financial assistance, resource
linkage.
3. Groups:
Example: Survivors of domestic
violence attending support
group sessions.
Focus: Emotional support,
group therapy, advocacy.
4. Communities:
Example: A low-income
neighborhood in need of better
housing conditions.
Focus: Community organizing,
policy advocacy, resource
D. Discussing new concepts and development.
Key Concepts to Discuss:
practicing
new skills #1 1. Clientele of Social Work:
Individuals, families, groups,
and communities that social
workers support.
2. Vulnerable Populations: Many
of the clients are from
marginalized, disadvantaged,
or at-risk groups (e.g., the
elderly, children in foster care,
refugees, people with
disabilities).
3. Needs of Different Clientele:
Each group has unique social,
psychological, emotional, and
economic needs.
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery Interactive Exercise:

(Leads to Formative Assessment 3)
1. Provide the class with a mix
of case scenarios. Individually,
students will classify the
clientele as individuals,
families, groups, or
communities.
2. Have them suggest specific
types of services or
interventions for each case.
Sample Scenario:
A group of homeless veterans
struggling to reintegrate into
society after military service.
Students will identify the group
and suggest interventions like
housing assistance,
employment support, and
mental health services.
G. Finding practical applications of Class Discussion:
concepts and skills in daily living
1. Talk about how
understanding different types
of clients in social work can
help students recognize needs
in their own communities.
2. Discuss the importance of
empathy, advocacy, and
resourcefulness in daily
interactions, especially with
people from diverse
backgrounds or vulnerable
situations.
Question for Reflection:
(SOLO - Extended Abstract)
"How can social work principles
of serving different clientele
apply to your daily life, such as
helping others or addressing
inequality in your community?"

H. Making generalizations and Class Reflection:

abstractions about the lesson
1. Ask students to generalize
the lesson by identifying the
overarching role of social
workers in assisting diverse
clientele.
Key Takeaway:
"Social work clients come from
diverse backgrounds with
different needs. Social workers
must adapt their approaches
and interventions to effectively
serve individuals, families,
groups, and communities,
particularly those who are
marginalized or vulnerable."
I. Evaluating learning Assessment Task:
Provide students with new case
studies that describe different
types of clients. They will
classify the clientele and write
a short explanation of
appropriate interventions or
social services for each.
Sample Task:
Case Study: A family of
refugees seeking asylum and
struggling with integration into
a new country’s social system.
Students will identify the
clientele (family) and suggest
services like legal aid, housing
support, and language classes.

J. Additional activities for

application or
remediation
V. REMARKS First Quarter First Quarter
Examination Examination

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?
A. [Link] learners who earned 80% on the Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
formative
assessment
B. [Link] learners who require additional
activities for
remediation.

C. Did the remedial lessons work? [Link]

learners
who have caught up with the lesson.

D. [Link] learners who continue to require

remediation

E. Which of my teaching strategiesworked

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?

Prepared by: MAURICE DENCE B. BACALING Checked by: JOSEPHINE A. ARAGON

Master Teacher II Secondary School Principal II