Grade 6 Daily Lesson Log 4th Quarter DLL SY 2023-2024

Welcome! To help teachers ensure the alignment of instructional goals with learner needs and contexts, eventually facilitating the development of high-quality educational materials and courses, we have ready-made Grade 6 Daily Lesson Log 4th Quarter DLL SY 2023-2024 that are in line with the most recent Curriculum Guide for each grade level accessible for download. The download links for the weekly K–12 Daily Lesson Logs can be seen below..

System-Oriented Instructional Design

System-oriented instructional design models represent a comprehensive approach that extends beyond traditional classroom-oriented models. These models encompass the development of entire courses or even curricula requiring substantial investment in resources from interdisciplinary teams of experts. The emphasis lies on meticulous requirement analysis and iterative processes of trial and revision to produce high-quality educational products.

From a technological standpoint, system-oriented instructional design involves complex processes often resulting in the creation of new materials. It views instructional design as a systemic activity, wherein various interconnected components work towards a defined goal. The entire process is tailored to course development and necessitates the involvement of diverse professionals such as subject matter experts, instructional designers and media developers.

The design process can be simplified into three main steps: requirements analysis, instructional analysis and learner/context analysis. The first step, requirements analysis, involves understanding what needs to be taught, to whom and in what context. This includes assessing needs to identify goals, conducting instructional analysis and analyzing learners and contexts.

Assessing needs to identify goals entails analyzing the instructional context to define specific problems that the instruction aims to solve. This phase involves determining whether instruction is a viable solution and identifying skill gaps that need addressing. Tools such as direct observation and interviews are utilized to gather data, resulting in a set of statements outlining the issues that instruction is intended to resolve.

Instructional analysis involves analyzing skill gaps and determining the sub-skills necessary to achieve instructional goals. This phase produces a detailed map of instructional goals, sub-skills and entry behaviors required for successful learning outcomes.

Analyzing learners and contexts involves understanding the characteristics of learners, their prior knowledge, attitudes towards instruction and the learning environment. This phase also considers the performance context where new learning will be applied. Information is gathered through interviews and evidence collection, resulting in a detailed description of instructional targets and learning contexts.

The requirement analysis step concludes with the formulation of performance objectives, specifying expected outcomes in observable terms. These objectives guide the development of assessment tools to measure learner performance effectively. System-oriented instructional design models offer a comprehensive approach that ensures the alignment of instructional goals with learner needs and contexts, eventually facilitating the development of high-quality educational materials and courses.