DepEd Order No. 016, s. 2026 — Guidelines on Lesson Planning and Learning Design, Fully Explained

I — Intentions

Learning Competencies — Teachers shall identify the learning competencies to be targeted. Competencies may span several lessons, provided that each session contributes to clear and progressive goals toward learner mastery.

Learning Objectives — Teachers shall unpack, cluster, or sequence learning competencies into clear, focused, and manageable learning objectives aligned with learner readiness, instructional context, and available learning time.

L — Learning Experience

Learning Resources — Select learning resources that are relevant, appropriate, and aligned with the learning objectives. Alternative resources for home-based learning shall also be prepared should face-to-face instruction be interrupted.

Pre-lesson Activity — Design brief introductory activities, routines, or check-ins that activate prior knowledge, establish readiness, and prepare learners for the learning session.

Lesson Flow — Apply learning design principles throughout the session to ensure the learning experience remains coherent, engaging, responsive, and developmentally appropriate. Instruction shall be adjusted based on learner responses, questions, and emerging needs.

Opportunities for Integration and Contextualization — Identify opportunities to meaningfully connect lessons within and across learning areas and incorporate relevant real-life, cultural, or community-based contexts.

A — Assessing Learning

Formative Assessments — Conduct formative checks throughout the learning session to monitor learner understanding and progress toward learning objectives. These assessments shall guide immediate instructional adjustments and help identify learners who need additional support.

W — Ways Forward

Reflective Practice — At the end of each lesson or session, teachers shall reflect on the teaching experience and evidence of learning. They shall then identify next instructional steps such as remediation, reteaching, and enrichment, among others.

Extended Learning Opportunities — Teachers may provide additional learning experiences within or beyond the classroom to reinforce learners' knowledge, skills, values, or competencies. These may serve as enrichment or remediation for learners requiring additional support.

Clear Goals and Teaching

Describe precise learning goals, explicitly communicate key ideas, model processes clearly, and use accessible language and concrete examples to support understanding.

Scaffolding

Provide guidance, prompts, specific examples, and structured practice, then gradually release responsibility to learners as they build independence and confidence.

Checks for Understanding

Conduct low-stakes and timely formative checks throughout the lesson to gather feedback and insights that can inform instructional adjustments. Checks for understanding shall not be limited to the assessment portion of the lesson plan.

Active Retrieval and Spacing

Purposefully revisit prior competencies across lessons to strengthen retention, mastery, and deeper appreciation of learning over time.

Self-awareness and Metacognition

Integrate opportunities for goal-setting, planning, monitoring, and reflection so learners become more aware of how they learn and develop greater self-regulation and independence.

Social Learning

Use structured discussions and collaboration activities to broaden learners' perspectives, deepen understanding, strengthen communication, and foster belonging.

Values and Purpose Integration

Design learning experiences that are personally meaningful and connected to values formation, citizenship, socio-emotional learning, community aspirations, and cultural identity.

Inclusion

Ensure that learning experiences and materials are universally designed through multiple means of representation, engagement, action, and expression, while balancing productive challenges with appropriate supports that remove barriers to participation and learning.

No extra forms allowed

Per Section 21, Regional Offices, Schools Division Offices, schools, and CLCs shall not require additional or expanded lesson plan templates, supplementary forms, or documentation beyond the simplified standards prescribed in this Order.

Collaborative lesson planning is valid

Per Section 28, the sharing of lesson plans shall be encouraged and recognized as valid evidence of teacher preparation, provided that all participating teachers understand the shared lesson plan and are capable of delivering it effectively.

Lesson plans are not compliance paperwork

Per Section 9, the Lesson Planning Rubric shall be used only to support professional reflection and instructional improvement — not as a compliance checklist or scoring tool for paperwork completion.

Lesson plans may be more detailed for new teachers

Per Section 20, lesson plans may be more detailed when teachers or ALS implementers are handling new, unfamiliar, or complex content, learners, strategies, tools, resources, or modalities. As teachers gain confidence, lesson plans may be more concise.

Multigrade teachers have special provisions

Per Section 14, teachers assigned to multigrade classes may use integrated lesson planning templates that accommodate two or three grade levels simultaneously, provided that all essential lesson plan components are maintained.

Learners with disabilities must be provided for

Per Section 15, for teachers handling learners with disabilities (LWDs), Individualized Education Plans (IEPs), as defined under Republic Act No. 11650, shall serve as a critical reference in lesson planning. Lesson planning shall ensure that reasonable accommodations and modifications are provided so that LWDs can meaningfully participate in learning experiences.

Lesson plan archive: 3-year retention recommended

Per Section 37(e), teachers shall archive lesson plans in either digital or printed formats. A three-year retention period is recommended, but may be overruled for lesson plans deemed exceptional or used as samples for professional development.