module 6 2013

CHAPTER 6: PROJECT MANAGEMENT AND DEVELOPMENT

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LESSON 1: THE PROJECT MANAGEMENT

You have learned community development and organizing from the previous chapters, and how these helped in the empowerment of one community. In this chapter, we are going to focus on how to create and plan for a program/ project and learn how to execute this plan to put community development into practice.

At the end of this chapter, you are expected to:

1. Define Project Management 2. Distinguish the different stages and 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 plan 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. It is usually an ongoing task, consists of interrelated and interdependent projects.

Based on the glossary of R. Max 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 strategy.

Project, in BusinessDictionary.com, 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.

Figure 1. Program-Project Chart. 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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Different resources are involved in project management:

human resources,

financial resources,

technological resources, and natural (innate to the area) resources.

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, organizing, 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 this chapter, we would

define project management as undertaking the task to effectively plan, organize, direct and use resources to achieve a certain goal on a limited timeframe.

Michael F. Hanford, the Chief

Methodologist,SUMMIT Ascendant Methodologies, defines that project management is concerned with the dynamic allocation, 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 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 Forms goals and objectives that is

dynamics of the programs interrelated and within the vision of the

program

Assures and provides funds and other basic Allocates resources and budgets within the

resources specifics of the project

Assigns preliminary task, budgets and

schedules

Set common process, procedures, guidelines Share the guidelines to the members

and tools that will be employed

Provides a system for quality assurance Assures the quality control

Assigns heads for each projects that is Assigns specific responsibility to the

encompassed by the program 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 Executes the project and regularly ensures

and synchronized within the program 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.

Here are some of the key points you have to consider:

A. Check the general state of the community.

This is where you gather data regarding the general area description and demographic profile of the community.

You can even identify and describe the condition of the community based on their economic, education, environmental, health, political and social situation.

B. 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. As well as know the goals/objectives of the current program.

Often you would create a profile in online social network 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)

Profiling your target beneficiaries would help to identify the issues to be address and decide the goals needs to be set in a project.

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/beneficiary profiling,

(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 worker, LGUs, 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 SIMBAHAYAN-CDO/ 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.

In a focused profile, you don’t need to gather the data of the entire community, when the area has already been assessed of its need for feeding program. You need to profile the target beneficiary of this program which are the 2-6 year old children in the local school concentrating on their health and nutrition.

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 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. see Figure 2:Physical Profile of Bulacan)

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 SIMABAHAYAN-CDO 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 gauge the interest and easily pinpoint the needs that the residents think should be 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.

Figure 2. Physical Profile of Bulacan. The map shows the geographical profile of the province

Survey, in Merriam-Webster, is defined as “to query (someone) in order to collect data for the analysis of some aspect of a group or area.” A questionnaire/survey form can be use to conduct 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]:

Set the goals - What do you want to capture or know?

Decide on the target population and sample size - Who will you ask?

Determine the questions- What will you ask?


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Pre-test the survey - Test the questions to a group

Conduct the survey - Ask the question to the target group/community

Analyze the data collected – Collate the data and 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 borrowed from the SIMBAHAYAN-CDO or NSTP office.

For some communities which are still new, you will need to come up with an informative profile. You can use what you have learned from the previous chapters, 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 NSTP 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 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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“A goal without a plan is just

a wish.”

― Antoine de Saint-Exupéry (writer, The Little Prince)

What is a plan?

“A plan is a detailed formulation of a program action” (Merriam-Webster). 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…”. This will give you the control in your task and your goal. It works as your compass to point you from where you are to where you are going. In other words, it will be your guideline as you go along with your project.

Imagine going to the community without a ready plan. This scenario might

happen: Your group is tasked to cook for the feeding program. But when you arrived at the area, 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 bound to be out-of-control; the implementation is bound to result to a catastrophe. A plan keeps you 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 give their input and 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.


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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

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 amenable 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 and project. 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 your 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 on the physical and kinesthetic skills.

(Competence )

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 this chapter where the objective is stated, you will notice similar statement, these goes as well to the textbooks you read, online courses you take or even other chapters. 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 Taxonomy, 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

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 Plan


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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 say 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 effectively 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

Ricardo Levins Morales, labor artist


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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 (take notes, videos and pictures). 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 the 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 your 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. Was the execution effective? 5. Was the distribution of the resources efficient? 6. Is the effect of the program 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

Project Development and Management is an interrelated process of


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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.

Do you see an ongoing program/project by your LGU (local

government unit) in your area? Do you think proper project management was implemented? Did you see their plan (usually they have tarpaulins showing the gist of the project) Is it a SMART project plan? Did they make a survey before formulating the plan? Do you see officials monitoring the project? What have you learned in Project Development and Management that should help you analyze if the taxpayer’s money are utilized correctly and wisely, or if the projects are effective?

UST SIMBAHAYAN-CDO also allows student bodies to come up with their

own project or programs. Each organization or group is asked to accomplish the following for their proposed project plan to be evaluated and approved by the SIMABAHAYAN Community Development Office (CDO). The groups who can make and pass these proposals could either be university-wide student organizations or college-based faculty/student organizations.

Contact Information of UST SIMBAHAYAN-CDO

Room 101, Ground Floor, Tan Yan Kee Student Center University of Santo Tomas España, Manila 1008

Tel. No: 406-1611 local 8420 and 8590

email address: [email protected]


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Here are the processes on how to accomplish these project proposals:


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LESSON 2. ACHIEVEMENTS OF NSTP CWTS|LTS IN THE PREVIOUS YEARS AND ITS CURRENT PROGRAMS

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 (now known as the UST SIMBAHAYAN-Community Development Office) 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 UST SIMBAHAYAN-CDO.

In Section 3 of Republic Act 9163, Civic Welfare Training Service (CWTS) refers to “programs 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 life.


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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.

II. Literacy Training Service The LTS program aims to provide opportunities to LTS students to apply in actual situations the principles learned regarding the teaching-learning process in an environment different from their own.


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Whether it’s to climb up the hills of Tarlac or cross the rivers of Tanay, NSTP students of both components (CWTS | LTS) are always ready to respond and help the partner communities.

1. Gugo Elementary School, Bataan

2. Palili Elementary School, Bataan

3. Asuncion Consuji Elementary

School, Bataan

4. Adamson Elementary School, Bataan

5. FC del Rosario Elementary School,

Bataan

6. San Martin 1 Sapang Palay, Bulacan

7. Ariendo Elementary School Bongabon

Ariendo, Nueva Ecija

8. San Juan Elementary School, Nueva

Ecija

9. Central Elementary School

Zaragosa, Nueva Ecija

10. Don Cirilo Elementary School, Nueva

Ecija

11. Felicidad Buendia Elementary

School, Nueva Ecija

12. Sta.Rosa, Nueva Ecija

13. NHC Elementary School, Caloocan

14. Smokey Mountain, Caloocan

15. Alimugmog, Antipolo

16. Sitio Galilee, Antipolo

17. Sitio Mabilog, Tarlac

18. Sitio Buok, Tarlac

19. Sitio San Martin, Tarlac

20. Sitio Sta. Rosa, Tarlac

21. Sitio Malasa, Tarlac

22. Sito Layak, Tarlac

23. Maragondon Cavite

24. Aplayang Munti, Cavite

25. Dagat-dagatan, Navotas

26 Urdaneta, Pangasinan

List of Partner Schools/

Communities and Institutions


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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

ESTIMATED NUMBER OF

IDENTIFIED PROJECTS BENIFICIARIES

1 Personal Hygeine Education for Kids 310

2 Seminar of Food Safety 250

3 BP Check up 90

HEALTH 4 First Aid Seminar 225

5 Physical Exercise and Wellness Seminar 70

6 Health and Sanitation Seminar 160

Health Awareness & Good Nutrition

7 Seminar 95

8 Preventive Health Seminar 40

9 Herbarium Seminar 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

EDUCATION/ RECREATION

IDENTIFIED PROJECTS

ESTIMATED NUMBER OF

BENIFICIARIES

1 Lakbay Turo Tutorial 2903

2 Lakbay Turo NAT Review 500

3 Reading Workshop 360

Music Workshop-Choir/

4 Mass Songs 15

5 Guitar Workshop 20

6 Tie-Die Workshop 20

7 Art Workshop 410

8 Sports Clinic 280

9 Pinoy Games 50

10 10 Rights of Children 50

11 Dance Lessons 100

12 Batton Twirling Lesson 15

13 Film Showing 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

ESTIMATED NUMBER OF

BENIFICIARIES

1 Classroom Construction 4 schools

2 Chapel Construction 1 community

School Mural Painting

3 (classroom and School fence 4 schools

4 Classroom Rehabilitation 5 schools

5 Chapel Rehabilitation 1 chapel

6 Bookshelves Painting 3 schools and 1 health Center

PHYSICAL 7 Tree Planting 950 seedlings

ENVIRONMENT 8 Mangrove Tree Planting 150 seedlings

9 Wash Area and Pathway 1

10 Painting of Chairs and Table 1 school

Environmental Awareness

11 Seminar 300 learners

12 Disaster Awareness Seminar 175 kids

Disaster Risk Management

13 Seminar 20 officials/ families

Waste Segregation and

14 Sanitation Seminar 20

15 Organic Gardening 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

ESTIMATED NUMBER

SPIRITUAL IDENTIFIED PROJECTS OF BENIFICIARIES

1 Cathechism 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 always 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 your respective chapter based on the component you have enrolled and taken.

For the CWTS students should continue on and read Lesson 3.1: Community Development Planning (page 27);

While students who are enrolled in the LTS program will be have to jump to page 42 and read Lesson 3.2: Lesson Planning


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Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

(A Chinese Proverb)

LESSON 3: PLANNING 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.

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.

“

To be involved, 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 chapter 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

(Scottish Executive: Guidance in Community Planning, 2004)


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Community Development Planning is “listening to, and communicating with the people in the communities”. It is also about involving them in decisions and 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

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 endeavor 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:

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?


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APPROACHES TO COMMUNITY DEVELOPMENT PLANNING

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 Chapter 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


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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. 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.

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.


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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 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 claim-holder. 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


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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 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 Wisconsin-Madison, 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.


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Image from http://destinationmali.org

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.

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.

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.


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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 long-term programs. 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


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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.

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. Community plans are developed based on the logic and structures of the strategic

planning process. The logic of this process takes you from a broad-based 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.


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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

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

Specific Objective:

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


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Below is a the format of a CDP (Community Development Plan)

The NSTP CWTS Community Development Plan Matrix*

Activities Time Frame Output Resources/Materials Cost

Preparation:

(How was the project Give an What Things that you will utilize

conceptualized and estimated time output or Projected

during this stage.

planned? Steps that you line for each result is cost/

expected

take/will do as a stage here expenses

of each

preparation for the during this

stage?

phase

project. Explain briefly.)

Actual Activities:

Give an What Things that you need Projected

(How it will be estimated time output or during the cost/

implemented? What are line for each result is implementation. expenses

expected

during this

the roles of each group stage here

of each

phase

or member in the

stage?

implementation of the

project? Steps on how

the project will go about)

Post-implementation

Activities: Give an What Things that you need Projected

estimated time output or during the monitoring/ cost/

(How it will be assessed/ line for each result is evaluation. expenses

expected during this

evaluated? Review your stage here

of each phase

stated project objectives,

stage?

expected outputs,

phasing and direction.

How will you analyze the

effectiveness of the

project)

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

SAMPLE MATRIX Activities Time

Frame Output Resources/

Materials Cost

Preparation: Ocular/Visitation to the 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 caused by dirty surrounding.

May 1 to 25

Answers to survey and beneficiaries health profile Project proposal for Children’s Health care Signed MOA

Survey questionnaires Profile sheets Vehicle Computer unit Paper, pens, folders

Print outs – P575.35 Gas – P1,200 PC Rental – P50 Pens-old pens Papers – P35 Folders – P22


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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)

June 23 Projector PC/laptop Vehicle Board and Markers Sound system Weighing scale

From the office Gas – P1,200 From the office Rental – P600/day P250

Implementation: Feeding and Exercise (groups A,B – cooking; groups C,D – exercise; this changes every week) Final Weighing (materials – leaders, weighing – all the rest)

Week 2 to 5 Week 6

Food Number of kids who took the exercise Final weight

Food ingredients Sound system Water Weighing scale

Budget – P2,000/meeting Rental – P600/day P65 per gallon Previous purchase

Post-implementation: Give a post-survey to the beneficiaries regarding their evaluation of the program. Post-meeting with the group for data evaluation and terminal report

October 23-25

Answered survey forms Terminal report and recommendation

Vehicle Photocopy service Computer unit Folder Envelopes

Gas – P1200 Print outs – P575.35 Gas – P1,200 PC Rental – P50 Free Materials – P357.35

You may download the CDP format from the Documents link in eLEAP


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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 toimprove 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!

My CWTS Off-campus Experience

The best scene I can remember was when I and my group mates

were working hand in hand with the people in NTA, Montalban,

Rizal. Suddenly I forgot about my plates, school, money, and

everything else that didn't matter at that time. We were so focused

doing the job, our mural painting for school rehabilitation because we

wanted to help. We wanted to be able to do something, maybe for the

first time, not for ourselves but for other people. It was the reality, for

in our hands lie the future of other people. It seems like it would be

hard to do what we have done when we first started. But with the

guidance of our facilitator, and by preparing a simple yet attainable

plan, we were able to execute the kind of service that we have in mind

to help out these people. The smiles in their faces were already enough

to make us realize that all of these community works and planning

experience are worth it.


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“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

My CWTS Off-campus Experience (con’t)

Service is something that comes from the heart. It can never be taken. It

can never be forced out of a person. We were there and I felt the urge for my

service. I had to do something and we had to do it all together to make the

most out of our stay there.

(Dandela Mari Cortes, student, UST CWTS 2009)


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Lesson 3.2: Lesson Planning

Introduction

Hi! Welcome to the last chapter 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 chapter, 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.



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.



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

Bloom’s Taxonomy Objectives

Figure 1.1


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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 world 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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Bibliography

WEBSITES:

http://www.cio.ca.gov/Government/IT_Policy/pdf/PM1.3_Overview_What_is_a_Proje ct.pdf

http://www.barnardos.org.uk/communityprofiling.pdf

http://www.census.gov.ph/

http://www.bulacan.gov.ph/map/topography.php

http://www.teachthought.com/

TEXT:

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