TEMPLATE 1.

SENIOR HIGH SCHOOL

FELXIBLE INSTRUCTIONAL DEVELOPMENT PLAN (FIDP)

Grade: 11 Semester: Second No. of Hours per Semester: 80 hours

Course Title: Practical Research 1 Pre-requisite: _________________

Course Description: This course develops critical thinking and problem-solving skills through qualitative research

Culminating Performance Standard: The learner is able to formulate clearly statement of research problem

What to Teach Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Highest Thinking Skill to
Learning Competencies use in developing the highest
Assess
thinking skills to assess
Flexible
Most
Assessme
Content Essenti Performance
Content nt
Standards al Standards KUD Most Enabling Flexible
Activities
Topics Complete Classifica Essenti RBT Level General Learning
(FAA)
tion al Strategy Strategy
Performa
nce
Checks
Quarter
1. Nature of 1. the The learner is 1.shares research UNDERST EVALUATING Construct Reasoning
Inquiry importance of able to:use experiences and AND ed and Proof
and Research appropriate knowledge Response
research in Connections
daily life kinds of (e.g.
research in essays,
Communicati
making reflection on
decisions. paper,
reaction
paper,
analysis
paper,
insight
paper)
 2. explains the UNDERST evaluating Construct Reasoning
importance of AND ed and Proof
research in daily Response
life (e.g. Connections
essays,
Communicati
reflection on
paper,
reaction
paper,
analysis
paper,
insight
paper)
2. the 3.Describes.charact KNOWLED understanding Selected Representati
characteristics eristics processes, GE Response ons
,
and ethics of (multiple
research choice,
processes, matching
and ethics type,
modified
of research true or fa
3. quantitative 4.differentiates KNOWLED understating Selected Representati
and quantitative from GE Response ons
qualitative
qualitative (multiple
research
research choice,
matching
type,
modified
true or fa
4. the kinds of 5.provide examples UNDERST evaluating Construct Reasoning
research of research in areas AND ed and Proof
ofinterest(arts, Response
humanities, sports, (e.g. Connections
across fields
science, business, essays,
Communicati
agriculture and reflection on
fisheries,informatio paper,
n and reaction
communication paper,
technology, analysis
 and social inquiry) paper,
insight
paper)
2.Qualitative 1.the value of The learner is 1.describes KNOWLED understanding Selected
Research qualitative able to: decide characteristics, GE Response
research; its
and Its on suitable strengths, (multiple
kinds,
Importance characteristics Qualitative weaknesses, and choice,
in , uses, research in kinds of qualitative matching
Daily Life strengths, and different areas research type,
weaknesses of interest. modified
true or fa
2.theimportan 2. illustrates the KNOWLED understanding Selected Representati
ce of importance of GE Response ons
qualitative
qualitative (multiple
research
across fields research across choice,
of inquiry fields matching
type,
modified
true or fa
3.Identifying 1. the range The learner is 1.designs a DO creating Problem
of research Product- Solving (PS)
the able to: research project
topics in the based/Per
Inquiry and formulate related to daily life
area of inquiry formance-
Stating the clearly
Based
Problem statement of
(rubric-
research
based
problem
grading)
2.the value of 2. writes a research DO creating Product- Problem
research in title based/Per Solving (PS)
the area of
formance-
interest
Based
(rubric-
based
grading)
3.the 3. describes the KNOWLED understanding Selected
specificity and justifications/reaso GE Response
feasibility of
ns for conducting (multiple
the
problem the research choice,
posed matching
 type,
modified
true or fa
4. states research DO Creating Product- Problem
questions based/Per Solving (PS
formance-
Based
(rubric-
based
grading)
5. indicates scope DO Creating Product- Problem
and delimitation of based/Per Solving (PS
research formance-
Based
(rubric-
based
grading)

Performance Task: The learner is able to decide on suitable Qualitative research in different areas of interest, through the use appropriate kinds of research
in making decisions.

Transfer Goal:

The students on their own will be able to explore social interactions, systems and processes through qualitative research. It provides an in –
dept. understanding of ways people come to understand, act and manage their day to day situations in a particular setting.

PERFORMANCE TASK (GRASP)

Goal - To conduct, gather ideas and information about a certain problem through qualitative research using the MIL framework (Creation, Craft,
Commodity)
Role - Multimedia advocates and artists
Audience - multimedia consumers, United Nations, world leaders, the whole world, Philippine Youth Commission as the review board for approval
 Situation - United Nation will hold a convention and discuss the issues that concern millennials, the convention will be held in the Philippines, The
Philippine United Nations Youth Commission is tasked by the President to produce promotional materials that will be used as media to enforce the theme of the
Convention, “The Millennial World” which centers on the global issues millennials face.

Product- The promotional materials will include the following:

 
A short film – which will be presented during the during the convention
An infomercial – which will be broadcasted in all TV networks all over the world and on YouTube
A slogan – which will be published in newspapers and periodicals all over the world
A digital photo gallery – which will be shown to the audience during the convention
An originally composed official theme song – which will be aired in all broadcasting channels all over the world, and will uploaded in iTunes
A music video of the originally composed official theme song – which will be uploaded on YouTube and screened on TV networks and during the Convention
A promotional poster – which will be displayed in all United Nations Headquarters all over the globe