NSTP Module 6

LESSON 1: THE PROJECT MANAGEMENT M ANAGEMENT You have learned about community development and organizing from the previous modules, and how they helped in the empowerment of one community. In this module, what we are going to focus on is how to create a program or a project and execute this project/program to put community development into practice. At the end of this module, you are expected to: 1. Define Project Management 2. Distinguish the different stages and processes processes of project management 3. Recognize and evaluate the significance of project management in community development. 4. Devise and apply an effective and efficient project for the community

I. Project management: An overview Before we can understand what project management is, let us first  differentiate a program from a project .  A sequenced group of plans and activities combined to meet a certain goal/ objectives, designed to give a specific product or service is known as a program. program. It is usually an ongoing task, consists of  interrelated and interdependent projects. projects. Based on the glossary of R. of  R. Max Wideman, Wideman, it is a portfolio of projects selected and planned in a coordinated way so as to achieve a set of  defined objectives, giving effect to various (and often overlapping) initiatives and/or implementing a strat egy. Project, according to BusinessDictionary.com it is a planned set of  interrelated tasks to be executed over a fixed period and within certain cost and other limitations. Hence, it is a temporary execution of a plan, which is regulated by a simple management system, that is deliberated to come up a specific product or  service, which is usually controlled or  limited by a definite schedule, set of task, budget and goal. Although a project may be temporary, it is a progressive work, as such it is developmental.

Health Program

Dental Project

Childcare Project

Herbal Medicine Project

Fig 1. This simple diagram shows one of the programs of CWTS wherein it has small, individual, yet interrelated projects below the said program.

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LESSON 1: THE PROJECT MANAGEMENT M ANAGEMENT You have learned about community development and organizing from the previous modules, and how they helped in the empowerment of one community. In this module, what we are going to focus on is how to create a program or a project and execute this project/program to put community development into practice. At the end of this module, you are expected to: 1. Define Project Management 2. Distinguish the different stages and processes processes of project management 3. Recognize and evaluate the significance of project management in community development. 4. Devise and apply an effective and efficient project for the community

I. Project management: An overview Before we can understand what project management is, let us first  differentiate a program from a project .  A sequenced group of plans and activities combined to meet a certain goal/ objectives, designed to give a specific product or service is known as a program. program. It is usually an ongoing task, consists of  interrelated and interdependent projects. projects. Based on the glossary of R. of  R. Max Wideman, Wideman, it is a portfolio of projects selected and planned in a coordinated way so as to achieve a set of  defined objectives, giving effect to various (and often overlapping) initiatives and/or implementing a strat egy. Project, according to BusinessDictionary.com it is a planned set of  interrelated tasks to be executed over a fixed period and within certain cost and other limitations. Hence, it is a temporary execution of a plan, which is regulated by a simple management system, that is deliberated to come up a specific product or  service, which is usually controlled or  limited by a definite schedule, set of task, budget and goal. Although a project may be temporary, it is a progressive work, as such it is developmental.

Health Program

Dental Project

Childcare Project

Herbal Medicine Project

Fig 1. This simple diagram shows one of the programs of CWTS wherein it has small, individual, yet interrelated projects below the said program.

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Whereas management is defined as the act and processes that leads to the completion of the desired goal/project/program. It involves a definite set of principles, goals, tools and skills, in other words all resources, to get things done by a group. It is the planning, planning, organizing, organizing, directing, directing, and controlling of all available resources. Based on Merriam-Webster , it is the act or art of managing or the conducting or  supervising of something. “All of the processes associated with defining, planning, and executing the project are considered part of project management.” (http://www.cio.ca.gov/Government/IT_Policy/pdf/ PM1.3_Overview_What_is_a_Project.pdf)

In other words, in this module, we would define project management as the undertaking the task to effectively plan, organize, direct and use resources to achieve a certain goal on a limited timeframe.

Different resources are involved in project management: human resources, financial resources, technological resources, and natural (innate to the area) resources.    

Michael F. Hanford , the Chief  Methodologist, SUMMIT Ascendant Methodologies, defines project management is concerned with the dynamic allocation, allocation, utilization, utilization, and direction of resources (both human and technical), with time -- in relation to both individual efforts and product delivery schedule -- and with costs, relating to both the acquisition and consumption of funding.  A program manager  is an individual who has the responsibility to oversee the development and operation of a program. The program manager may be involved with one or more projects within a program. Whereas, the project manager  heads a specific project and will be responsible in managing all the project phases, allocate task and budget. The project manager also ensures that the goals, schedule and project specification as met, and would constantly report to the program manager of the progress of the project. Image from http://www.emerald-graphics.com

Proper supervision of  these resources will lead to a successful project.

Image from http://www.project-management-software.biz

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To further illustrate the distinction of the program and project managers and to give you an overview of of the similarities and differences of the terms “program” and “project”, a table (Fundamentals of project management, 2007) is shown below.

Program Manager

Project Manager 

Multi-level management

Single unit management

Defines the vision, long term goals, and dynamics of the programs

Forms goals and objectives that is interrelated and within the vision of the program

Assures and provides funds and other basic resources

Allocates resources and budgets within the specifics of the project

Assigns preliminary task, budgets and schedules Set common process, procedures, guidelines and tools that will be employed

Share the guidelines to the members

Provides a system for quality assurance

Assures the quality control

Assigns heads for each projects that is encompassed by the program

Assigns specific responsibility to the members and chart detailed time table

Monitor the schedules and budgets

Keep an eye on the progress of the project and makes daily/timely report to the program manager

Provides over-all planning

Plans the project in great details

Make sure that everything is coordinated and synchronized within the program

Executes the project and regularly ensures that dynamics of the program is met and effectively optimize the resources and deal with project risk

 A program manager , or supervisor, in the NSTP Program is the person whom you recognize as your NSTP facilitator, while your team leader within your  group is the project manager . The facilitator heads the overall program and communicates with the project manager so that he/she can be updated with the current situation of each project. Team Leaders delegates task to the members, consults changes with the facilitator and gives timely report to monitor progress of  the project.

Image from C-SCI-10 AY 2010-2011

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II. Project Management Phases A. Assessment Where to start? You can start by asking the right questions and identifying the problem correctly. You can do this through assessment, data collection or profiling. Image from animalamigo.com

Here are some of the questions you have to answer: A. What is the general state of the community?  

This is where you gather data regarding a general area description and demographic profile You can even identify and describe the condition of the community based on their economic, education, environmental, health, political and social situation.

B. You also have to assess your group.   

Who will be involved in the project? When do you plan to execute the project? How long will the project run? What resources does your group currently have? What community resources can be utilized?

Assessment is the act of determining the importance, value and goal of the project. In this phase you are going to create a profile of the community and identify target and goals of the project. You would often create our own profile in online social networks such as Friendster, or Facebook. A project profile is the similar to that - it is a set of data that helps identify the characteristics and features of a community. It also attempts to describe the community, highlights area that needs to be developed , reveals possibilities, and helps place a benchmark for your project. (Fundamentals of project management By James P. Lewis) This is also the phase wherein you would try to identify the problems or national/community issues that need immediate attention. The forms like resumes, “Learner’s Profile” or other survey forms can also be valuable tools on assessment.

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Forms of Profiling There are several forms of community profiling, according to http://www.barnardos.org.uk/communityprofiling.pdf , but we will be focusing these two forms of profiling: 1. Individual Action Research - usually done by a community workers, NGOs or parish minister who is new to the area. It gives them an orientation of what the community is, and what they can do for the community. This form of profiling is done if the OCD/ NSTP still have no profile available for the community. You will be acting as the community worker who will do a research for the community profile. 2. Focused Profile - it centers on what needs to be addressed and known from the community. The information that is needed is already predetermined. This profiling form can be used when the program already have an existing project. A likely example is when Health Cluster would only need the profile of children from 2- 5 years old for a project about vaccination. Some programs already have a prepared set of forms which you can see at the Document of  Eleap.

Tools and Methods that can be used for profiling: 1. Census Information  – This is available at the National Statistics Office (NSO), where the office provides information and figures about the different sectors in the country. The information you get will be helpful when you write the profile, you can use their  data to create a profile, or as a basis for your profile. You can visit this website for the statistics: http://www.census.gov.ph/ 2. Maps - Maps contain different information that will be helpful with your profiling, such as the crops and livestock that can be found in that community, there are several maps that are available commercially, in our university library, or the barangay hall. (You will see a sample map that depicts the topography of Bulacan on the next page or visit http://www.bulacan.gov.ph/map/topography.for a larger view)

3. Prior Research - some areas already have profiles provided by the barangay or other organizations that have previously conducted projects in the area. These researches will be helpful in further enhancing your own profile. You can ask your facilitator or  the OCD office for this.

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4. Surveys  – This form of profiling can be very important to get the point-of-view of the target people, it would also gauge the interest and easily pinpoint the needs that the residents think should addressed first. In having a survey, you will be able to know if the project you will have is still needed, just a follow-up or  should not be executed at all. This the term from Merriam-Webster is defined as “to query  (someone) in order to collect data for the analysis of some aspect  of a group or area.” Using a questionnaire or survey form, you can do a face-to-face interview to the residents to better understand their community. In general, based on http://otal.umd.edu/hci-rm/survey.html, the steps in designing and conducting a survey can be listed as follows [Trochim, 2000]:

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 

   

Set the goals - What do you want to capture? Decide on the target population and sample size - Who will you ask? Determine the questions- What will you ask? Pre-test the survey - Test the questions Conduct the survey - Ask the questions  Analyze the data collected - Produce the report 

 A community profile may vary depending on the program that you are under. Some communities already have a profile which can be found at the OCD or NSTP office. For some communities which are still new, you would need to come up with an informative profile. You can use what you have learned from the previous modules, particularly the National Concern and Community Development and Community Organizing, to come up with your own profile questions. Again, profile questionnaires may vary, depending on your NSTP program, or your program cluster.

For the LTS students, you may assess your learner capabilities using the “Learner’s Profile” form, while for CWTS different and individual forms may vary with the community’s need or cluster profile. These forms can be found at the Documents link in your eLEAP site.

B. Planning What’s next?  After assessing the situation, we can start building on a possible solution. Implementing a project is not a “bara-bara” process; without proper planning you are bound to for disaster instead of success. "By failing to prepare, you are preparing to fail."  -- Benjamin Franklin

In every endeavour, you have to be prepared. Without preparation, you might be caught unaware by the obstacles that you will encounter, and due to being unprepared you will encounter a lot of problems. Just like what Benjamin Franklin has said, by failing to be prepared, you are opening yourself to failure. So how do you prepare? By setting and formulating a well laid plan for your project.

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What is a plan? “A plan is a detailed formulation of a program action” (MerriamWebster). These are the steps, or set of task that your group intends to do. It is the structured diagram or procedure that is arranged beforehand to help attain a specified goal. The keyword is beforehand .  According to J. Lewis, author of Fundamentals of Project Management, “Control is exercised by comparing where you are to where you are supposed to be…”. Hence the plan will be your guideline as you go along with your project. Imagine going to the community without a ready plan. This scenario might happen: The team leader is running around looking for what is needed for the project, one member is just sitting at the corner looking at the team, someone left one of the most important tool for the task at home, while some of the members are running off across the street to buy one of  the ingredients. Without a plan, the group is “A goal without a plan is just a bound to be out-of-control; the wish.” implementation is bound to result to ― Antoine de Saint-Exupéry a catastrophe. A plan keeps you (writer, The Little Prince) focused and organized, it points out who should be doing the task and when, which things to do, and what things to be ready with. In order to have an effective project, the plan should also be well-thought and discussed. But creating a plan should not be solely shouldered by the leader of  the group. The members who are involved in the project should also help plan the project; otherwise, the members might be clueless on what they have to do and feel no sense of commitment to the project. This usually ends up with the project leader doing most of the task and the members being clueless in what is going to happen. Make sure to allot time to meet with the group and brainstorm with the project, as they say two heads or more is better than one. Your  differences can make the project more unique and successful. Insights from different individuals could also give different perspective to the project; some may be able to point out flaws of a plan that might arise during the implementation. The leader’s task to guide discussions, delegate task, and make certain that everything is still within the purpose of the program. In creating a plan, your group should be SMART. Use the SMART objectives as a guideline to your goals in your project. S - Specific M - Measurable A - Attainable R - Realistic T - Time-bound

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You have to be specific with your goal; don’t be vague or too wordy. Your group should also be able to measure, or rate the target that you want to achieve. Be sure that the plan is attainable – we don’t want to be set a very high expectation, or a fictitious idea. When you are setting up a plan make sure that they is a leeway for mistakes, and that it is susceptible to changes. Be realistic. Your plan is practical, and it is not  just an idea but something that can be made possible. Being realistic, you have to consider the resources at hand. And lastly the plan should be time-bound. Make sure that the project can be completed with reasonable timeframe, especially since you have only a semester or two to implement the said project. Every plan should start with a goal in mind - these are the objectives of the group. These are the things you want to get done in the task. What are these objectives? “ An objective specifies a desired end result to be achieved.“ (Fundamentals of Project Management by J.Lewis) These are the things that you intend to do and accomplish in the program. Objectives will serve as your  guide as you go about with your project, and it will also be your measuring sticks to know if you have achieve what you project intends to get done. These are the measurements and lines in a blueprint, or the chords of a music piece. As it was stated above, your objective has to be SMART or  else you might end up with a crooked wall or noise instead of melody. Here is an example of such objectives, point out which one followed the SMART guideline better: Sample 1: Teach Math to the children of the community Sample 2: Illustrate how to add two to three digit numbers to the grade school children of Maragondon within 2-3 weeks.

If your answer is Sample 2, then you have a grasp of what being SMART is. But you also have to remember that being SMART is not enough. As a Thomasian, you also have to make sure that the Thomasian core values are integrated with your objectives. Think of it this way, your  objective should be affecting the following aspects:

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a. HEAD (cognitive) – affects the thinking process of an individual (Commitment) b. HEART (affective) – this affects the emotional and expressions of an individual (Compassion) c. HANDS (psychomotor)  – focuses kinesthetic skills. (Competence )

on

the

physical

and

Can you point out from the examples below which core values is displayed or considered in setting up these objectives? Sample 1: Explain and distinguish the different health benefits of the avocado plant to the elders of Ariendo, Bongabon, Nueva Ecija.

Sample 2: Recognize the value of team work in learning and playing soccer at the community of Magallanes, Cavite. Sample 3: Build a 10 m x 20 m basketball court for the resident of Sapang Palay within three weeks.

If you will notice some of the objectives stated before might not indicate a timeline, this is usually because each group of objectives usually start with these statements: “At the end of this ______  (the activity/date/time), the ____  (target/beneficiaries) are expected to:” Take a look at the start of these chapter where the objective is started you will notice similar statement, these goes as well to the textbooks you read, online courses you take or even other modules. Any activities usually have an objective even if it is as simple as just to have fun. To help you further in setting up a goal for your project, a link is provided at ELEAP for Bloom’s Taxanomy, here specific keywords are already provided to describe and identify which would be appropriate for  the task you intend to accomplish. Or you may also look at the diagram in lesson 3.2: Lesson Planning

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 At this point the plan that you will prepare will vary based on the NSTP component you are enrolled in. a. CWTS: Community Development Plan b. LTS: Lesson Planning

C. Implementation Carry out the possible solution. Implementation is the step done to carry out and put into action the plan that the group have prepared. In executing a plan, it would be best if  the guidelines are set or given to the group beforehand so that they will follow these as they complete the activities. The authors of Emergency Sanitation: Assessment and Programmer Design says it best: “ Implementation is transforming a planned programme into reality in the field... implementation is simply a question of managing the various  programme components as efficiently and effecti vely as possible.”  Guidelines for the Students during Community Development Project 1. If there is no faculty supervision; if there is no reply slip signed by parent/s or guardian, there will be no fieldwork for the student; hence “No slip, No trip” 2. Respect each other’s time. Do not be late. Avoid being the cause of delay; 3. Wear and bring modest working clothes. Wear our NSTP uniform shirt; 4. Expect to hike and get soiled (dirty) and tired; 5. Be prepared and do not bank on the residents for your needs; 6. Avoid grand entrance and raise people’s expectations when entering the community; 7. Do not look for the comforts of your own home; 8. Don’t be pretentious. Never pretend that you know everything. It is also wise to listen carefully to what indigenous or local leaders could say about anything under discussion; 9. Be courteous and polite to the people of the community and be an active listener. 10. Don’t promise things that you cannot give, do or beyond the goals of the program (Some of the contents are taken from: All Student Leaders: Community  Development Forum, Orientation Materials; UST-OCD)

If you give me a fish, you have fed me for a day. If you teach me to fish, then you have fed me until the river is contaminated or the shoreline is seized for development. But if you teach me to organize then water the challenges I can  join together with my peers and we will fashion our own solution

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Ricardo Levins Morales, labor artist Page 12 of 45

You also have to keep in mind that the main purpose of your project is to ensure that you empower the community with knowledge, attitude and skills that will help them progress and enrich their lives. While you are carrying out your project, immerse yourself with the community, adjust to them and don’t look for luxury that you are often used to. Make sure that when you are done with your project or program, they would be able to manage it on their own and have a long-term use of what you impart to them even after the group has already left the area. We are there to give service, make sure that you do your best and act as responsible Thomasians, the residents are not obliged to provide for your needs, so be ready at all times.  And during the implementation, do not forget to document. This is not for publicity’s sake but to be able to review what happened during the activity. So that you would also be able to see what the community sees as you go along with the project. Because your group is so busy with the activity, you might have missed out something at that time. Pictures and videos can be used to review, pinpoint and see what can be done better or  what you did right and would like to share to other groups or students that will go to the community as well. In taking documentation, just be mindful of several things: 1. Do not block someone else’s view of the event. 2. Never be rude. Not everyone would like their picture taken, respect their privacy if they asked you not to take pictures of  them, honor it. 3. Do not, under any circumstances, put yourself or your group in danger. Be observant. 4. Prioritize taking pictures of the “implementers” in action rather than photo-ops.

D. Monitoring Find out if the project is working  A very important task in project management is monitoring. It is the regular observation done and checks how the project is progressing. In the words used by CIVICUS: World Alliance for Citizen Participation: “Monitoring is t he systematic collection and analysis of information as a  project progresses”. In monitoring, you will be able to do the following with your project:  



 Analyze the situation in the community and its project; Verify whether the resources use in the project are well utilized and allocated Isolate problems and make necessary adjustment in the plan

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



Make certain that all activities are done properly by the right people and in time; and Determine whether the way the project was planned is the most appropriate, adequate, effective and efficient way of solving the concern/issue of the community.

This is where you proposed plan will be helpful – you can use it as a basis for your monitoring. It will also aid you in making sure that your  objectives and the program’s goal is achieve. It is like looking down on a blue print from time to time to ensure that the building is according to plan, an architect or engineer would adjust some measurements if the environment or resources are lacking. Your  documentations will be helpful as well during this phase.

E. Evaluation Check if the project is suitable and proper  To carefully examine and determine the worth or merit of the project is a process called evaluation. According to Webster-dictionary: Evaluation is derive from the verb evaluate: “form an idea of the amount or  value of; assess”.This is applied to provide “useful feedback” that will be helpful for future projects.  A project evaluation is used to also identify whether a particular  project should be continued or cancelled. It will lead back to the objectives cited at the onset of the project. Consider these things when evaluating your project: 1. Was it adequate for the goal of the program? 2. Were the objectives of the project met? 3. Is it the appropriate project for the community? For the program? 4. What the execution effective? 5. Was the distribution of the resources efficient? 6. Is the effect of the program for long-term? 7. Should the project be continued or cancelled? 8. Did you empower the community? Each program has a different set of evaluation tool. Generally, you will be asked to pass a portfolio at the end of each program where you can answer these questions and evaluate your project. CWTS: Evaluate your CDP (Community Development Plan) LTS: Evaluate your lesson plan and learner 

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Project Development is an interrelated process of organizing, implementing task, and evaluating projects. It is ongoing and progressive. It involves different resources which your group has to utilize wisely and efficiently for a successful and effective project outcome. In developing a project, you should be able to identify the problem, needs or concerns of the community in which you would like to be an instrument in resolving. From the findings of your profiling or assessments, you will start formulating possible solutions or response for the concerns pointed out. These projects must be SMART. Everyone in the team must give inputs and share in the planning of the project. Plans will be executed, monitored and evaluated to check the effectiveness and efficiency of the project that was implemented, whether it could be continued or it has to be changed or cancelled.

You must also remember that the NSTP program encourages you to develop and manage projects that will enrichment the community and empower  them to stand on their own. We are there to help the community develop self  reliance, widen their knowledge, increase their skills for competency, share and learn compassion.

LESSON 2. Achievements and Current Programs of the NSTP Program Academic Year 2010-2011 The NSTP CWTS and LTS has been part of  the Office for Student Affairs for the past several years but due to the community development nature of the two components they were integrated as part of the Office for Community Development on November 2008. With this integration, the activities of both CWTS and LTS are now being held in the different partner communities of the UST through the OCD.

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In Section 3 of Republic Act 9163, Civic Welfare Training Service (CWTS) refers to “pr ograms or activities contributory to the general welfare and  the betterment of life for the members of the community or the enhancement of  its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and the morals of the citizenry.”  On the other hand, the Literacy Training Service (LTS) is “a program designed to train students to become teachers of literacy and numeracy skills to school  children, out of school youth, and other segments of society in need of their  service” . In line with this, the University’s NSTP CWTS and LTS came up with activities that will maximize the capabilities of the students in different fields of  community development, thus exposing them to the different realities of li fe.

I. Civic Welfare Training Service The course provides the students with the principles necessary to effectively serve a community. It deals with national issues and concerns, case studies of community organizing, and concepts of people empowerment.

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II. Literacy Training Service

List of Partner Schools/ Communities The LTS program aims to provide and Institutions opportunities to LTS students to 1. Gugo Elementary School, Bataan apply in actual situations the 2. Palili Elementary School, Bataan principles learned regarding the  Asuncion Consuji Elementary teaching-learning process in an 3. School, Bataan environment different from their own. 4. Adamson Elementary School, Bataan FC del Rosario Elementary School, 5. Bataan 6. San Martin 1 Sapang Palay, Bulacan  Ariendo Elem. School Bongabon 7.  Ariendo, Nueva Ecija San Juan Elementary School, Nueva 8. Ecija Central Elementary School 9. Zaragosa, Nueva Ecija Don Cirilo Elementary School, Nueva 10. Ecija Felicidad Buendia Elementary 11. School, Nueva Ecija 12. NHC Elementary School, Caloocan 13. Smokey Mountain, Caloocan 14. Alimugmog, Antipolo 15. Sitio Galilee, Antipolo 16. Sitio Mabilog, Tarlac 17. Sitio Buok, Tarlac 18. Sitio San Martin, Tarlac 19. Sitio Sta. Rosa, Tarlac 20. Sitio Malasa, Tarlac 21. Sito Layak, Tarlac 22. Maragondon Cavite 23. Aplayang Munti, Cavite 24. Dagat-dagatan, Navotas 25. Urdaneta, Pangasinan

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NSTP Accomplishments For Academic Year 2010-2011 Last academic year, the NSTP department partnered with 15 Elementary Schools and 14 communities.

HEALTH CLUSTER

HEALTH

1 2 3 4 5 6 7 8 9

IDENTIFIED PROJECTS Personal Hygeine Education for Kids Seminar of Food Safety BP Check up First Aid Seminar Physical Exercise and Wellness Seminar Health and Sanitation Seminar Health Awareness & Good Nutrition Seminar Preventive Health Seminar Herbarium Seminar

ESTIMATED NUMBER OF BENIFICIARIES 310 250 90 225 70 160 95 40 40

The Health Cluster is the group who is involved in activities concerning health and physical well being. The cluster includes students coming from the College of Nursing, College of Rehabilitation Sciences and Faculty of Pharmacy.

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EDUCATION/ RECREATION CLUSTER IDENTIFIED PROJECTS 1 2 3

EDUCATION/ RECREATION

4 5 6 7 8 9 10 11 12 13

Lakbay Turo Tutorial Lakbay Turo NAT Review Reading Workshop Music Workshop-Choir/ Mass Songs Guitar Workshop Tie-Die Workshop Art Workshop Sports Clinic Pinoy Games 10 Rights of Children Dance Lessons Batton Twirling Lesson Film Showing

ESTIMATED NUMBER OF BENIFICIARIES 2903 500 360 15 20 20 410 280 50 50 100 15 80

To supplement, enhance and develop the knowledge of those in need of  education improvement promoting education among underprivileged. LTS students were deployed in the different partner communities/institutions of the university and they were given one to three learners which may be elementary pupils, high school students and adult learners.

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PHYSICAL ENVIRONMENT CLUSTER

IDENTIFIED PROJECTS 1 2

PHYSICAL ENVIRONMENT

3 4 5 6 7 8 9 10 11 12 13 14 15

Classroom Construction Chapel Construction School Mural Painting (classroom and School fence Classroom Rehabilitation Chapel Rehabilitation Bookshelves Painting Tree Planting Mangrove Tree Planting Wash Area and Pathway Painting of Chairs and Table Environmental Awareness Seminar Disaster Awareness Seminar Disaster Risk Management Seminar Waste Segregation and Sanitation Seminar Organic Gardening

ESTIMATED NUMBER OF BENIFICIARIES 4 schools 1 community 4 schools 5 schools 1 chapel 3 schools and 1 health Center 950 seedlings 150 seedlings 1 1 school 300 learners 175 kids 20 officials/ families 20 30 families

Physical and Environment Cluster is involved in activities concerning the care and beautification of the environment and construction and rehabilitation of  physical infrastructures in the community.

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SPIRITUAL CLUSTER

SPIRITUAL

IDENTIFIED PROJECTS 1 Cathechism

ESTIMATED NUMBER OF BENIFICIARIES 530

Spiritual Cluster is concerned with activities dealing with social development and values formation.

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Disaster Preparedness and Awareness Seminar 

External Activities 10-10-10 RUN FOR PASIG RIVER For the past years, NSTP is line with their goal to help the environment has participated with the Run for Pasig River program. In 2010, an approximate of 8,000 NSTP students attended the said event

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Remember! For sure, there are a lot of people that you will meet out there who have different personalities, traits and values. Always remember that there will always be lesser and greater persons than you but a humble and loving heart will always tell you what to do. So earn much love much love in your heart will al ways tell you what to do and show that you are a committed, competent and compassionate Thomasians.

Now that you have known the different areas and possible areas that you are going to visit, you have to start thinking of a project. To begin a project, a plan has to be made by your group and there are two different plans that are used in NSTP depending on your program component.

 At this point, you will have to veer and read their respective chapter based on the component you have enrolled and taken. For the CWTS students would continue on and read Lesson 3.1: Community Development Planning (page 23); while students who are enrolled in the LTS program will be reading Lesson 3.2: Lesson Planning, (page 37)

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LESSON 3.1: COMMUNITY DEVELOPMENT PLANNING Hi! Welcome to CWTS Community Development Planning topic. This is a very important concept and skill that you need to know to be able to successfully implement your Community Development and Community Organizing skills as discussed in the previous chapter. While lesson plans are vital tools for teaching and learning, Community Development Plan serves as an imperative guide for  community developers and organizers so that they could effectively carry out their projects and programs in their communities. In addition to that, this lesson prepares you, as a CWTS student to: be acquainted with the terms and concepts on Community Development Planning give importance to Community Development Planning as your  initial step to community development apply the approaches and guidelines in community development planning in making a Community Development Plan construct a Community Development Plan/Proposal based on the guide and samples that are discussed here. 

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WHAT IS COMMUNITY DEVELOPMENT PLANNING? Community Development Planning is a process which helps institutions and private/public sectors to work together with the community to plan, develop, and deliver enhanced services which make a real difference to people’s lives. It  is about organizations and communities working together to improve services and quality of life. (Scottish Executive: Guidance in Community Planning, 2004)

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” (A Chinese Proverb)

To be involve, according to Merriam-Webster Dictionary is “to take part or  to engage as a participant”. Being a participant entails responsibility in most part of the activities in community development and in community organizing. Learning and understanding one’s role in the community takes place when there is an active involvement in the process of development. In the previous module on Community Development, you have recognized the significance of empowerment and participation in community development. You have learned that community development is always “people centered”. Peoples’ welfare, their capability and participation are considered when one undertakes community development planning. Therefore, the heart of  Community Development Planning is “listening to, and communicating with the  people in the communities”. It is also about involving them in decisions and

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making them more responsive to the needs and aspirations of their communities. This will require the partnership not only to seek the views of communities, but also to secure their more active involvement as partners in Community Development Planning. In addition to these concepts, Community Development Planning also aims to: 

make sure people and communities are genuinely engaged in the decisions made on community services which affect them; and

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secure a commitment from communities and institutions to work together, not apart, in providing better services for the common good.

IMPORTANCE OF COMMUNITY DEVELOPMENT PLANNING "Suppose one of you wants to build a tower. Will he not first sit down and estimate the cost  to see if he has enough money to complete it? For if he lays the foundation and is not able to finish it, everyone who sees it will ridicule him, saying, "This fellow began to build and  was not able to finish."  Luke 14:28-30.

Good planning is good stewardship. Success in any endeavour requires careful preparation and planning. Without proper planning and preparation, failure is almost guaranteed. Anyone who has ever undertaken a complex task already has learned the importance of careful planning. Churches need to plan for their  ministries and for the facility’s needs which will serve these ministries. In sports we see many examples of the need to plan. Often this involves a "game plan." A game plan is simply a series of steps which the team must follow in order to accomplish its goal of winning the game. In fact, most winning teams are able to win, because they plan to win. Losing teams are often the team that had no game plan, or a poor plan at best. Failing to plan to win is the same as planning to lose. Or put another way, "Failing to plan is planning to fail." (Robert Foreman,  Architect and Author: The Importance of Planning) Therefore, good planning is important because it conserves resources, prevents wasted effort, and saves time and money. Good planning prevents small problems from becoming big problems.  A decision to plan is a community commitment to consciously head in a certain direction. The path should lead to an increase in the public interest.  According to Brian W. Ohm, author  of “Guide to Community Planning in Wisconsin” the following types of benefits demonstrate how planning helps to increase the public interest.

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It helps define the future character of communities by creating and maintaining a sense of place. It protects natural and agricultural resources. It provides predictability regarding future development. Good planning provides community developers with information about where and what type of development the community will allow. It also provides a standard process by which development proposals are accepted or rejected. It saves money. Not only can planning prevent the expenditure of  public resources on unnecessary facilities, it can also help to organize new growth in more financially efficient ways. It is less expensive for a local community to provide public services to an orderly and phased pattern of development than it is to provide those services to scattered low density development. It promotes economic development. Planning promotes economic development by helping the communities keep existing livelihoods (like farming, fishing or mining) and attract new ones. By planning a community can attract businesses and help local entrepreneurs start businesses by keeping data on the workforce, the age and type of existing business, and the capacity of local services and infrastructure. This information can help insure that economic growth matches the needs and resources of the community. It can promote sustainable development. "Sustainable development" has been defined as development designed "to meet  the needs of the present without compromising the ability of future generations to meet their own needs.” (The World Commission on Environment and Development, The Brundtland Commission, Our  Common Future, Oxford University Press, 1987, p. 43) Planning is recognized as a critical action step towards more sustainable development. Planning to promote sustainability can help achieve more efficient use of land, decrease traffic congestion, conserve important natural resources, engage citizens, and provide for  economic prosperity. By pursuing a sustainable pattern of  development, planning helps promote the public good. Now that we know and understand the importance of community development planning, our next question would be:  

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How do you get to start with community development planning? Is there an approach that we could use in planning, and how do we know when to use this approach? How do you design an overall strategy geared to your own circumstances?

APPROACHES TO COMMUNITY DEVELOPMENT PLANNING

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There are a number of different approaches to the planning process especially in community development. They differ depending upon the issues the community seeks to address. They also call for different levels of professional expertise and citizen participation. The diagram below shows the different approaches that you may use when planning. The Blank Slate Approach-  Planning as a Learning  Process One way of thinking about planning is to think of it as a learning process through which the community learns as much as possible about what is happening in the community and why. Community members also discover what might be done to influence future changes. In this approach, a primary goal is to collect as much data and information as possible, and to develop an understanding of a comprehensive range of substantive issues and topics. Collecting data and information, and thinking about what that data means, is in fact a good way of deciding what the problems and issues are that need to be address. The Problem-Oriented Approach The model of planning on a "blank slate" is often held up as the ideal way to approach planning. Nevertheless, in real life, communities rarely embark on the preparation of a plan with an entirely blank-slate. Nor  is it often the case that people simply decide "out of the blue" to prepare a plan. Planning is hard work. It takes time and energy, and costs money. As a result, when communities embark on preparing a plan, they usually do so for a reason. Often, planning is prompted by the recognition that a serious problem exists that needs to be addressed as mentioned in Module 3, like poverty and unemployment. Similarly, planning is often precipitated by a sense of crisis, and/or by dissatisfaction with current conditions and/or  trend, like to the eruption of the Mayon Volcano in Albay, the government clearing up a squatters/slum for a project leaving thousands of homeless families, or the issues regarding Reproductive Health Bill. People may feel that development is out of control-- that too much development is occurring too fast and too much farmland and open space is being lost. Or  the spark that prompts a community to feel that it needs a plan may arise from a major development proposal that promises to have a significant impact on a community.

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When planning is prompted by a problem or crisis, the focus of  planning, not surprisingly, is typically on solving that particular problem. Using planning as a way of solving current problems can be effective in mobilizing community support for the planning process. The disadvantage of the problem-oriented approach is that it is purely reactive, and restricts the planning process to a relatively narrow band of problems and issues.  Another limitation is that the solutions produced may deal with the symptoms of the problem, but do not treat the deeper root causes in a way that could achieve a more lasting solution. In addition to these, beginning the planning process by identifying problems and deficiencies is a fundamentally negative way of approaching planning. It focuses attention on what is wrong with a community, rather than on what is right and  good. The Strategic Issues Approach  A third way of approaching planning is to drop the comprehensive approach, instead focusing on identifying strategic issues. What distinguish this approach are its selectivity and its pragmatism. It restricts the number and range of issues dealt with at any single point in time-- and focuses attention and energy on issues and concerns which are most strategically important and timely.

Image from http://paperworknightmare.com

Strategic issues are typically identified by conducting an analysis aimed at identifying Strengths, Weaknesses, Opportunities and Threats (S.W.O.T). First, the community or organization looks at its own Strengths and Weaknesses. For  example, what image does the community project to outsiders and visitors-- is it positive or negative? What is the community’s competitive other  communities in the region?

The Vision-Oriented Approach  A fourth way of identifying planning issues and of beginning the planning process is to formulate a vision of an ideal future, unconstrained by current conditions. Under this approach, citizens engage in a creative "visioning process" through which they attempt to produce mental images and rich verbal descriptions of what they would ideally like their community to be. Formulation of this "vision" then sets the basic framework that defines the issues that the planning process seeks to address. Vision-oriented planning can be effective when there is general agreement about what makes a community special, and about what the community should look like in the future. It can also work well in settings

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and communities where citizens are not afraid of change, where citizens are receptive to new ideas, and where there is a climate of respect for  expression of divergent views. The Asset-Based Planning Approach The fifth way of identifying issues and beginning the planning process is to identify the assets and qualities that make a particular  place special and unique. For example, Community developers undertaking this approach to planning on an Aeta community in Tarlac may begin planning by asking: "What features and natural resources distinguish this community and should be preserved? What makes this community a good place to live and work?"  An asset-based approach to planning is a positive approach to planning and issue identification. It assumes that one of the most important purposes of planning is to protect and reinforce what is good about communities, while avoiding the needless destruction of valued and irreplaceable resources. The Human Rights-Based Planning Approach This approach leads to better and more sustainable outcomes by analyzing and addressing the inequalities, discriminatory practices and unjust power relations which are often at the heart of development problems. Adopting a human rights-based approach may not necessarily change what we do, but it will raise questions about how we do it.  As stated before, a human rights-based approach provides both a vision of what development should strive to achieve (to secure the freedom, well-being and dignity of all people everywhere), and a set of  tools and essential references (human rights standards and principles). It is essentially based on the values, standards and principles captured in the UN Charter, the Universal Declaration of Human Rights and subsequent legally binding human rights conventions/treaties. It not only defines the subjects of development, but it also translates people’s needs into rights, recognizing the human person as the active subject and claimholder. Human rights provides a policy focus crosscutting development sectors, which is to be incorporated in all programs including within agriculture, health, education, justice etc. Thus this approach to community development planning is about safeguarding basic rights both during planning and implementation and should be a guide in program design and resource allocation at all levels. Also it is about promotional measures where needed for rights of  indigenous peoples, children, workers or the right to information. Human rights are not only a concern of the courts or the Human Rights Commission but shall be respected and promoted at all levels including governments, organizations, community developers and by you

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as an individual. (from: “  A Human Rights-based Approach to Development  Programming in UNDP  – Adding the Missing Link”   )

It is important to note that the individual approaches presented here need not be pursued in a pure form, to the exclusion of all others. In fact, in pursuing community based planning processes, it is quite legitimate and appropriate to employ a mixture of these approaches, and/or to employ different approaches at different points in time. The secret to effective and successful planning is to design the planning process to fit local circumstances.

GUIDELINES IN COMMUNITY DEVELOPMENT PLANNING

In his article, “To Produce an Effective Plan You Need a Plan for  Planning”(Department of Urban and Regional Planning, University of WisconsinMadison, Extension Report 97-2, 1997), Gene Bunnell identified steps or  procedures on community development planning. You may consider all elements simultaneously but carefully when you develop a plan for a specific community: 1. CD Planning should be people-centered. Involve citizens in all steps of the CD Planning process to make it participative and empowering. The effective and genuine participation of communities is at the heart of Community Planning. "Community designers draw out of people their heroic insights and find ways with them to implement plans." Richard Meier, Architect, Community Design Primer, 1990 2. Identify the issues facing the community in order to select an approach to planning. Go back to the Approaches to Community Development Planning and choose an appropriate approach/es to your chosen community 3. Collect and analyze data For example, during strategic planning, planners often conduct a "SWOT analysis". (SWOT is an acronym for considering the organization's strengths and weaknesses, and the opportunities and threats faced by the organization.) During this analysis, planners also can use a variety of  assessments, or methods to "measure" the improvement of systems. 4. Define community goals and objectives. Based on the analysis and alignment to the overall mission of the plan, community development planners establish a set of goals that build on strengths to take advantage of opportunities, while building up weaknesses and warding off threats. Objectives are selected to be timely and indicative of progress toward goals. 5. Evaluate alternatives.

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 A variety of approaches to solving existing problems should always be considered. These alternatives and their predicted impacts provide the community with options for both accommodating and instigating change. Evaluation of the alternatives focuses on their physical and financial impact on the community and the prospects for developing strategies that could feasibly implement them. The evaluation should also be the focus of  public review and discussion.  After examining the implications of  each alternative, the next step is to select the one alternative that provides the best combination of creating positive future conditions and solving current problems. Often the alternative selected may be a combination of the various alternatives examined.

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6. Develop, adopt, and implement the plan. Here, policies and programs are developed to be implemented. Planning involves more than just coloring a map or filling up vacant areas with uses. Policies and programs need to be articulated that will be a meaningful guide to local decision making. Plans should therefore include written text and tables summarizing the reasons supporting those policies and programs. The plan document may also contain maps and other  graphics which depict existing conditions and the future objectives of the community. Once a plan is adopted, no decisions related to development, public facility development and budgeting should be made without considering whether the decisions are consistent with the plan. Implementation tools also need to be developed and adopted as outlined in the plan to ensure that the day-to-day decisions of the local government carry out the plan’s goals. Plans that acknowledge the ways in which local decisions are made and which provide real guidance for local decision-making will be the most meaningful. 7. Continually evaluate the effectiveness of the plan and update as necessary. Plans are not meant to be static documents. Monitoring and evaluating the effectiveness of the plan is a critical, yet often forgotten step in the planning process. Communities need continually to reassess the relevance and meaning of the plan to ensure its effectiveness. Plans need to be updated as situations change. It is important that mechanisms be built into the planning process so that existing plans can be altered to meet emerging challenges. At a minimum, communities should update plans every five to ten years especially for those with longterm programs.

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8. Acknowledgement and Celebration of Results This critical step is often ignored -- which can eventually weaken the success of many of your future planning efforts. The purpose of a plan is to address a current problem or pursue a development goal. It seems simplistic to assert that you should acknowledge if the problem was solved or the goal met. However, this step in the planning process is often ignored in lieu of moving on the next problem to solve or goal to pursue. Skipping this step can cultivate apathy and skepticism -- even cynicism -- in your organization. Don't skip this step.  Acknowledge the works and inputs of your leaders, recognize group effort on a certain project and give yourself a nice pat at the back for your success. After this, everybody will be more inspired and enthusiastic in their next plans and programs in their community, eventually making your over-all planning and organizing a great success.

COMMUNITY DEVELOPMENT PLAN

Community Development Plan

In Civic Welfare Training Service, a Community Development Plan (CDP) is necessary to enable you to design and implement a good project in your  chosen/partner communities.

C D P

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 A community development plan is a written document, a tool created by community members and organizers (Flo Frank and Anne Smith, The Community Development Handbook, A Tool to Build  Community Capacity). It outlines the following things:

where the communities are now (community strengths, weaknesses, resources); where the communities want to be (the ideal future for your  community); the general direction that the community want to take to close the gap between where they are now and where they want to be; the specific actions within each general direction required to close the gap; the resource and capacity issues that need to be addressed; and how success will look like, and how to tell when they have been successful.

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Community plans are developed based on the logic and structures of the strategic planning process. The logic of this process takes you from a broadbased vision to specific actions and action plans. The process links vision, goals, objectives and action into a logical and inter-related structure.  As future community developers, you need to pay special attention to several factors whenever you make a plan. Involving the people, identifying their  resources, issues and needs will make a big difference to a successful plan. A good background of the community will also provide you with ample information to help you plan for an excellent project for them. Below is a community development plan format which will guide you in preparing for a program that will benefit your chosen community. This has been inspired by the University’s Office for Community Development matrix on community development plan. It has been revised and designed according to the needs of the CWTS program.

CWTS Community Development Plan Format/Guide A. General Information Project Title: (What you will call your project, here are some examples: “Clean and Green 2010”; Read and Write for a Future that’s Bright; Tepok Bulate and Kasibulan: Football from the Grassroots) Target Community/Beneficiaries: (Include the race/group and location) Community Background: Briefly describe the situation in the community. You may conduct an ocular inspection, interview key persons in the community, consult your college community coordinator and review the community profile. 

Outline the problems and needs of the target beneficiaries and briefly describe how the project intends to address these. 

Describe other projects/program in community and how this project will contribute to the over-all development objectives in the selected community. 

B. Objectives: General Objective: State the over-all direction/ long –term objective in the / of the community. (Use the Bloom’s Taxonomy of Objectives as your guide

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in making objectives; you may also see a diagram of this in the Lesson Planning topic) Specific Objective: 

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Specific Objectives are the short term, more immediate and are component details of the general or long-term objective. Specific objectives must show output and specific performance indicators. Specific Objectives must be “SMARTER”; Specific, Measurable, Attainable, Realistic, Time-bound in character, Extending and Rewarding

Below is a the format of a CDP (Community Development Plan) The NSTP CWTS Community Development Plan Matrix* Activities Preparation:

Time Frame

Output

(How was the project  conceptualized and   planned? Steps that you take/will do as a  preparation for the  project. Explain briefly.) Actual Activities:

Give an estimated time line for each stage here

What  output or  Things that you will utilize Projected  result is during this stage. cost/  expected  expenses of each during this stage?  phase

Give an estimated time line for each stage here

What  Things that you need  output or  during the result is implementation. expected  of each stage?

Projected  cost/  expenses during this  phase

Give an estimated time line for each stage here

What  Things that you need  output or  during the monitoring/  result is evaluation. expected  of each stage?

Projected  cost/  expenses during this  phase

(How it will be implemented? What are the roles of each group or member in the implementation of the  project? Steps on how  the project will go about)

Post-implementation Activities: (How it will be assessed/  evaluated? Review your  stated project objectives, expected outputs,  phasing and direction. How will you analyze the effectiveness of the  project)

Resources/Materials Cost

* Inspired by the university’s Office for Community Development matrix on community development plan

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SAMPLE MATRIX  Activities

Time Frame

Preparation: Ocular/Visitation to the May 1 to 25 area was done, with it  the meeting with the community leaders, local  gov ’t  officials and   parents, for the evaluation of the needed   project. After the ocular, a proposal was given to cater to the cited  concern during the ocular. Materials were collected through donations from the local  gov ’t , guidelines were set about the way the  plan will be implemented  and concern bodies signed a MOA for the execution.

Output

Project   proposal  for  Children’ s Health Care

Resources/Ma terials

Cost

Computer unit  Vehicles Boards and  markers Sound system

Gas – 1,200  Markers – 250  Board  – borrowed from the FMO Sound system – borrowed from the local gov ’t   office Print outs – 525.75 

Preparatio n of the materials and signed  MOA

Actual Activities: Week 1 – clearing of the school grounds and  seminar regarding the different diseases that is caused by dirty  surrounding. Weighing  and Distribution of the medicines (speaker: Dr. Garcia; ushers and  materials – group A; food  – Marie and Lee; venue and sound sys – Nanay Kelly; grounds clearing  – group B;medicines – group C; weighing  – Group D)

2 months (July 12-Sep 3)

 Answered  Vehicles forms and  Computer unit   profiles Projector  Sound system Medicines 50% weigh Weighing scales gain Height Meter  Forms Food 

Gas – 1,200  Markers – 250  Board  – borrowed  from the FMO Sound system and  Projector  – borrowed from the local gov ’t  office Medicines – donated  Print outs – 700  Scales and meter   – 655  Food  – 25,000 

Week 2 to 5  – Feeding  and Exercise (groups  A,B – cooking; groups C,D – exercise; this changes every week) Week 6  – Final  Weighing (materials – leaders, weighing  – all  the rest)

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Activities Post-implementation Activities: Comparison of weight  before and after the  project. (Group A) Survey forms will be given to teachers,  parents, students and  local officials (Group B and C) Proposed plan and  recommendation will be given (Group D) Post weighing to check if   project is still carried on after the implementation will be done

Time Frame

Output

Resources/Ma terials

2 weeks after  last implementatio n

Reports and  Forms answered  survey  forms

Cost

Gas – 1,200  Print outs – 2,379.25  Scales and meter   – use previous materials

You may download the CDP format from the Documents link in eLEAP Generalization: The heart of  Community Development Planning  is about collective / collaborative working and it should be integral to the various planning and service delivery functions of an institution and its partner communities.Through Community Development Planning, you will become aware of real-life situations in different communities. You will experience a change within yourselves and soon your studies, researches and whatever resources you have are eagerly used to find ways to improve the lives of the people in the community. This becomes apparent when you start planning, do volunteer work, and give off your time and talent for the betterment of the community. Remember  that planning is a tool, and it is people and their commitments to action that make a plan come alive and make it work. A desirable outcome of all these is the contribution that you can give to the community and that is empowerment. The community slowly realizes that it has the power, the skills and the confidence to take care of itself and be self-sufficient, because you have planned out a program for them. Naturally it would be wishful thinking to assume that this can happen overnight but YOU, as learners are reassured when you will realize that you have helped in planting the seeds of empowerment. May this reflection note below from one of our former CWTS student inspire you more in the process of community development planning. We hope that you will also feel the same joy and fulfillment when you go out in our partner communities next semester. Good luck!

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My CWTS Off-campus Experience

(Dandela Mari Cortes, UST  CWTS 2008-2009)

“Many are the plans in the mind of a man, but it is the purpose of the Lord that will stand.” (Proverbs 19:21)

This is the end of Lesson 3.1 and Chapter 6: Project Development and Management for  CWTS students

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Lesson 3.2: Lesson Planning Introduction Hi! Welcome to the last module for the LTS program. In order to complete your  preparation for your teaching in the future, you will now explore on the preparation of  what and how you will teach your learners. Objectives  After finishing this module, you will be able to… a. Explain the importance of having a Lesson Plan. b. Identify the parts of the Lesson Plan. c. Design your own Lesson Plan. d. Prepare learning activities for your designated learners. e. Formulate objectives for each activity. Just like the blueprint of the architect, or the script of a play, teachers also need a plan for their daily activities. This is commonly called a Lesson Plan.

The Lesson Plan  A Lesson Plan serves as a blueprint for a teacher. It provides the general framework for the work of the day or term that would be carried out. According to Bossing (1952), a lesson plan is “a statement of achievements to be realized and the specific means by which these are to be attained as a result of the activities engaged in day by day under the guidance of the teacher.” The sole purpose of lesson planning is the improvement of teaching of  the teachers and of the learning of the learners. A well- made lesson plan will give the teacher a feeling of confidence and security in the classroom. He/ She will have a definite and appropriate experience ready to develop with the students. How does one go about preparing a lesson plan? This problem has puzzled many teachers. Successful planning for pupil learning is so crucial in the teaching learning process. We should examine more carefully the basic elements of planning as in teaching competence, in as much as good teaching and effective planning go hand in hand.

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Basic Steps in Lesson Planning 1. Formulate goals and aims to accomplish. You should plan challenging goals for the students in according to their  abilities. Aims or objectives should be specific, attainable and measurable. 2. Selecting and organizing the subject matter. The teacher should anticipate situations that are to be met, what materials, activities, information, understanding and skills are necessary to achieve the goals. It is recommended that the subject matter must be selected as closely as possible to solve or understand daily activities and problems of  the students. Lastly, you must possess a mastery of the subject matter, because it is the teacher who will provide the focus and direction of classroom experiences. 3. Determining the methods or procedures in planning. The teacher must determine how to proceed in developing the subject matter or accomplish the aims set up in the lesson plan. You should try to incorporate a variety of procedures into the plan so that maximum efforts will be secured from the pupils, individual differences will be met , and boredom could be avoided. This includes the art of questioning, motivation and teaching strategy. Example: If you are teaching Mathematics to a grade one pupil and the topic is counting numbers, you can use colorful Popsicle sticks for you to get his/her  attention. Then give a number and ask him/her to count using the Popsicle sticks. 4. Evaluating the effectiveness of the procedure. Intelligent teaching requires evaluation. Evaluation must be focused on the teaching and learning of the pupils, the ability of an effective teacher to evaluate the growth of each pupil will be a factor to determine whether the teacher succeeded or not in teaching the subject matter. This includes recitation, quizzes and reviews. 5. Revisions The plan must be flexible to make any necessary change possible. 6. Giving the assignment.  An assignment is another important phase of teaching. The fundamental aim of the assignment is to give pupils definite work to do and to

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guide and to stimulate them to the performance of such work, which will result in an educative experience. It must bring out the interest of the student to the past or new lesson.  After knowing the basic steps of making your own lesson plan, let us now put into application those things. First, I will give you the types of lesson plans that you can use.

TYPES OF LESSON PLANS A. Detailed Lesson Plan - this is the type of lesson plan used by first time teachers. Just like a script of a play, you write down all the questions and he expected answers of your students. Example: Title: Lesson Plan in Math 1 Objectives:  After the 30- minute lesson the students should be able to: 1. Define counting numbers. 2. Recite the counting numbers from 1- 10. 3. Write the counting numbers from 1-10 in a piece of paper. Subject Matter/ Topic: Counting numbers Materials: Popsicle sticks, pen, paper, glue Procedure: Teacher’s Activity Good Morning class! Today we will discuss counting numbers. Can you give me the definition of a counting number?

Student’s Activity Yes Ma’am, it is a number  that doesn’t include zero, fractions and negative numbers.

(In detailed lesson plan you need to write down all the questions that you will ask during the discussion and the expected answers from your students) Evaluation: Write the counting numbers from 1-10 in a ½ sheet of paper. (10 points)

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B. Semi- Detailed Lesson Plan- It simply contains the lesson procedures and guide questions for students. Example: Title: Lesson Plan in Math 1 Objectives:  After the 30- minute lesson the students should be able to: 1. Define counting numbers. 2. Recite the counting numbers from 1- 10. 3. Write the counting numbers from 1-10 in a piece of paper. Subject Matter/ Topic: Counting numbers Materials: Popsicle sticks, pen, paper, glue Procedure: 1. What is a counting number? 2. What are the characteristics of a counting number? (Just give the essential /guide questions that will be used in the discussion.) Evaluation: Write the counting numbers from 1-10 in a ½ sheet of paper. (10 points)

C. Brief Lesson Plan- It contains very short description of the activity and is usually guided by a course outline. Example: Title: Lesson Plan in Math 1 Objectives:  After the 30- minute lesson the students should be able to: 1. Define counting numbers. 2. Recite the counting numbers from 1- 10. 3. Write the counting numbers from 1-10 in a piece of paper. Subject Matter/ Topic: Counting numbers Materials: Popsicle sticks, pen, paper, glue Procedure/ Activity: Pre test and Post test

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BASIC PARTS OF A LESSON PLAN 1. Title- this usually includes the type of lesson plan that you will use, the name of the teacher and the date of teaching 2. Objectives- here you will place your aims or objectives for your lesson plan. It must be clear and measurable. This is stated by the phrase “At the end of the lesson the students are expected to..”. 3. Subject Matter - this provides the main facts and concept of the lesson. 4. Materials- this includes the instructional materials you will use. This may be the blackboard, visual aids or a projector. 5. Procedure- this includes the lesson proper, specifically the teacher and student activities/ It is in a two column form, one side for the teacher’s activity and one for the student activity. a. Motivation - in a detailed lesson plan, we write here the opening prayer, the greetings and the motivation that we will use (such as a quotation, a game or an anecdote). b. Discussion- here you place the main content of your subject matter. This also includes the guide questions and expected answers of the student. C.Summary/Closing Activity- you write here the closing remarks, summary and generalization of the lesson. 6. Evaluation or Assignment - this serves to measure the learner or  student’s comprehension or their preparation for the next lesson.  At the most, teachers teach only one subject at a time, but there is a day when they are assigned to teach all the subjects. Time may be devoted to the preparation of the materials other teaching aids. So to make it easier for you, you may use the lesson plans shown above as a guide.

OBJECTIVES If a teacher wants to teach her lesson very well he/ she must have a blueprint that will serve as a guide throughout the session. Just like an architect who wants to build a house or a building he must first have the idea on how he wants it to look like and then draw it afterwards. The very first step in making a lesson plan is formulating the objectives; these are the things that the teacher wants to attain at the end of  every lesson. One of the most popular proponents of education, Benjamin Bloom invented the so called Bloom’s Taxonomy (figure 1.1).

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Bloom’s Taxonomy Objectives Figure 1.1

Image from: http://www.teachthought.com/

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There are three domains of educational activities according to Benjamin Bloom. First is the cognitive domain which focuses mainly on mental skills (Knowledge). Second is the affective domain that concentrates on the growth in feelings or emotional areas of a child (Attitude). And lastly the psychomotor  domain includes physical movement, coordination and use of motor skills. The diagram gives emphasis on the five levels of cognitive domain (central circle) namely Remember/Understand, Apply, Analyze, Evaluate and Create.  As for you who are still new in the field of teaching Bloom’s Taxonomy will help you in formulating your objectives because it already provides the right words/verbs to be used (Third circle from the outside) and suitable activities for you to be able to meet the objectives that you want your students to learn ( second circle from the outside). There are so many activities that you can give to your students. In fact you can create your own if you want to. For example, if you want your students to understand a particular text (see figure 1.1). You should select he right verb under  comprehension to be able to formulate a right objective and choose from the activities that falls under it. Remember to take into consideration the capability of  your learner before choosing the activities. Ask yourself “will he/she be able to do or  answer that?”, “Is the activity suitable for his/her age and capabilities?” Take note of the following examples: 1. “Topic: Rational numbers” Objective: “To solve an equation involving rational numbers .” Exercise: 2 ½ + 2 1/2 =___  2. Topic: “Events in World History” Objective: “Outline the important events in worl d history” “Activity: Make the student fill a blank time line” These are just some of the sample objectives and activities for a certain topic/s. always remember to make your objectives very specific so you would know if you were able to meet them and make the activities suitable for your learner.

This is the end of Lesson 3.2 and Chapter 6: Lesson Planning for LTS students

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