Community Program A&E

Learning Center
Learning Facilitator Literacy Level AE/LS/AS
ALTERNATIVE
LEARNING SYSTEM Month and Learning Strand LS 5 Understanding
DAILY LESSON LOG Quarter the Self and Society

I. OBJECTIVES
A. Content Standards Module 3 (Leadership-Teamwork) Problem Solving and Decision
Making
B. Performance Standards Develop interpersonal skills that will contribute to harmonious relationships
between and among one`s family and community members.

C. Learning Competencies/ Objectives Knowledge:

Write the LC code for each.
 Appreciate the challenges and dynamics amongst people during
the problem solving process.
 Practice good communication skills in a group.
LS5DS-IF-PSB-LS/AS-2.6.1
Skill: Perform the given tasks in small group work, large group discussion.

Attitude: Show’s interest in getting tips on how to solve a problem.

II. CONTENT(Subject Matter) Problem Solving and Decision Making(The Human Knot – Group Problem Solving)

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages Mindanao Youth for Development Project Life Skills Curriculum Facilitator’s Manual
Module 3 Session 3 Activity 5 page 20

B. Other Learning Resources

! Materials and Preparation:

 1 paper ball
 Review the instructions to give to participants and the debriefing
questions
 Handout 3.4: Problem Solving Steps and Tips
 Handout 3.5: Scenarios for Problem Solving

* ALS-K to 12 BEC Curriculum (LS 5 Understanding the Self and Society)Page 19

https://www.youtube.com/watch?v=QX_oy9614HQ

IV. PROCEDURES
A. Springboard/Motivation (Establishing a purpose
for the lesson) Activity 1. (Show Me)

 Show picture of a team playing basketball.

  Relate the picture with the previous topic / session that talked
about cooperation in a team and how to lead teamwork.
 Ask some learners to state some important aspects of
cooperating in a group and strategies to lead teamwork.
 Remind learners that we saw communication as an important
tool for group cooperation and leadership.

B. Activity (Review of previous lesson/s or Activity 2: (TeamWork)

Presenting the new lesson)
 Show learners different pictures of team doing a teamwork.

Ask:

 What does each pictures mains?

 Why teamwork is need in a group?
 Why do each group must coincides with a correct proper
decision-making?
 Did you experience making a decision that is right and wrong?
 What do you feel when it was right and when it was wrong?
C. Analysis (Presenting examples/instances of the Activity 3: (Audiovisual Presentation)
new lesson)
 Play a video presentation to the class using an overhead
projector.
 Play where decision-making shows important role in a team or
 in individual.

 Let learners listen to the video very well and ask questions after
the video presentation.

https://www.youtube.com/watch?v=QX_oy9614HQ

Ask:

 What is the video all about?

 What did the teacher told the children to do.
 What did the children do to the marshmallow?
 Did other children follow the instructions?
 What decision-making did they show base on the video?
 Can you do the same what the children did to the video in making a
decision in a certain situation?
 What happened to the end of the video?
 Did they all get the reward?

D. Discussing new concepts and practicing new Presenting the Lesson

skills (sub-activity #1)
 Remind participants that the last session talked about cooperation in a
team and how to lead teamwork. Ask a few learners to state some
important aspects of cooperating in a group and strategies to lead
teamwork. Remind participants that we saw communication as an
important tool for group cooperation and leadership.

 Explain that this session is going to focus on how to solve problems

and make decisions. Both of these are very important for good
teamwork. And communication skills are critical for solving problems
and making decisions.

Introduce the main topics of the session (see below).

Key Topics
• Problem solving steps
• REAL solutions
• Helpful hints when problem solving
E. Discussing new concepts and practicing new Activity 4: (Human Knot)
skills (sub-activity #1)
 Divide the class into groups of 8 or 10 and have them stand in a circle.
 Ask each person to put their left hand in the circle and hold someone
else’s hand, but not the hand of a person next to them.
 Then they should do the same with the right hand, but they should
hold on to a different person’s hand.
 Tell the group they have a problem: they are tangled! They need to
solve the problem untangling themselves to form a large circle/s. they
cannot lose contact with the hands they are holding. They cannot
break the grip but they can loosen it.
 Ask the learners how quickly they think they can undo the knot to get
back to the circle.

F. Abstraction (Making generalizations about the Activity 5: (Hold On)

lesson)
 Divide participants into groups of 8 or 10 (it must be an even number,
if not, the activity will not work) and have them stand in a circle.
People with rings that have sharp edges or engravings should remove
them. Ask each person to put their left hand in the circle and hold
someone else's hand, but not the person’s next to them. Then they
should do the same with the right hand, but they should hold on to a
different person’s hand.

 Tell the group they have a problem: they are

tangled! They need to
solve the problem Facilitator Tip
untangling themselves The result is always a circle .
to form a large Participants alternate, facing
circle(s). They cannot inside and outside the circle.
lose contact with the
hands they are
holding. They cannot break the grip but they can loosen it.
G. Application (Developing mastery) (Class Participation)
Debrief the activity: Not all groups may have accomplished the task.
Explain that it is fine and that they can try it again after the session.
Debriefing Questions:

a. What approach did you use to solve this problem?

b. Did you have a plan? How did you arrive to that plan?
c. Did you have a leader? Several leaders? What
was his/her role? How was leadership
shared?
d. Did everyone play a role in solving the problem?

e. What behaviors made it hard/easy to do it?

f. Did you ever feel like quitting? What kept you going?
 g. As a leader, what actions might you use when
a problem becomes hard to solve?
h. If you were going to re-do the activity or a
similar one, what would you do differently?

Often participants will start trying to undo themselves without talking

about a plan first. After some time, somebody might take the lead and
make suggestions that others will follow. Once they are communicating
and working well together, the knot becomes easier to undo.
To solve a problem, it is important to remain calm, break the problem
into smaller tasks, assign people responsibilities, encourage creative
thinking, be a good listener, re-assess the problem and encourage
everybody to share their ideas. Often a group has more than one
leader, each one coming in at different points of the problem solving
process depending on their strengths and skills.
H. Valuing (Finding practical application Ask:
of concepts and skills in daily living)
 How did you find the activity? Does the activity help you and
your group? In what way it helps you and your team.

I. Evaluation (Assessing learning)  Study this situation. Then answer the questions that follow.
Write the answers in your answer sheet.

1. What was Martin’s problem?

2. How did Martin’s problem start?
3. Who were affected by the situation? Explain your answer.
4. What do you think had Martin thought about his problem? What did
he realize in the end?
5. Do you think Martin’s problem has a solution? If yes, write it down.
6. How should Martin look at his problem? What should he do?

J. Agreement (Additional activities for application or  1. Think of a problem that you recently had in learning ALS, how
remediation) did it affect you?
 2. How did it affect the people around you or close to you?.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
 evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did

I use/discover which I wish to share with
other teachers?

Prepared by:
_____________________________
DALSC

Process Observers:
_________________________
Education Program Specialist II

__________________
Education Program Supervisor