Sample ILAW Lesson Plan Template Based on DepEd Order No. 016, s. 2026
A simplified and editable lesson-planning guide organized around Intentions, Learning Experience, Assessing Learning, and Ways Forward.
What is the ILAW Framework?
DepEd Order No. 016, s. 2026, or the Guidelines on Lesson Planning and Learning Design, establishes a more flexible, efficient, and context-responsive approach to lesson preparation.
The framework guides teachers and Alternative Learning System implementers in planning lessons through four interconnected components:
What learners are expected to know, understand, demonstrate, or accomplish.
The activities, interactions, resources, and learning process that will help learners achieve the intentions.
The formative evidence used to determine learner understanding and guide instructional adjustments.
The next steps, extended learning opportunities, interventions, and teacher reflections after the lesson.
The Four Components of an ILAW Lesson Plan
Intentions
Intentions identify the curriculum competency, applicable curriculum standards, specific learning objectives, and relevant learner context.
The teacher begins by deciding what learners should master by the end of the lesson or learning sessions. The objectives should be clear, appropriate, measurable, and aligned with the curriculum.
Learning Experience
The learning experience describes how learners will be prepared, guided, engaged, supported, and given opportunities to apply their learning.
It may include the pre-lesson activity, lesson flow, learning resources, differentiated support, integration, contextualization, and alternatives for interrupted face-to-face instruction.
Assessing Learning
Assessing Learning focuses primarily on formative assessment conducted throughout the lesson. It should provide timely evidence of learner understanding, misconceptions, progress, and support needs.
Assessment results should guide immediate instructional adjustments instead of being treated only as a score-recording requirement.
Ways Forward
Ways Forward identifies what should happen after the lesson. It may include extended learning opportunities, enrichment, intervention, remediation, communication with stakeholders, or adjustments for the next learning session.
Teacher reflections may be written in brief notes, bullets, or annotations. They do not need to be long narratives.
Sample ILAW Lesson Plan Template
Copy, print, or adapt this sample according to the lesson and learner context.
Write the competency or competencies from the curriculum and the applicable content or performance standards.
State the knowledge, skills, understanding, or tasks that learners should demonstrate by the end of the session.
Note relevant strengths, interests, prior learning, readiness, language needs, barriers, or support requirements.
Describe how learners will be prepared for the lesson, including routines, readiness checks, motivation, or activation of prior knowledge.
Describe the activities and interactions to be implemented during one or more sessions to achieve the learning intentions.
- Clarify the objectives for learners.
- Provide appropriate guidance and modeling.
- Check learner well-being and understanding.
- Connect new learning with prior competencies.
- Encourage meaningful collaboration.
- Provide opportunities for reflection.
- Ensure inclusion and differentiated support.
List the resources needed for the lesson. Include available, appropriate, inclusive, and alternative resources for possible learning interruptions.
Identify meaningful connections with another learning area, local context, real-life situation, special topic, or appropriate technology. Write “N/A” when not applicable.
Describe the task, activity, questioning strategy, observation, or other method that will provide evidence of learner progress.
Include accommodations or varied response options when needed so that learners can demonstrate understanding appropriately.
Suggest activities that learners may complete outside the lesson to deepen learning, apply concepts, address difficulty, or pursue areas of interest.
Record important observations about learner participation, understanding, difficulties, interventions, and adjustments for the next lesson.
Brief notes, bullets, or annotations may be used.
How to Complete the ILAW Template
Identify the competency and applicable curriculum standards before choosing classroom activities.
Consider prior knowledge, readiness, language, interests, strengths, barriers, attendance patterns, and available learning time.
Objectives should describe what learners will know, understand, produce, perform, explain, or demonstrate.
Every activity should contribute directly to the learning intentions. Avoid activities included only for decoration, entertainment, or routine compliance.
Do not wait until the end of the lesson to determine whether learners understood the content. Check understanding throughout the learning process.
Ways Forward should respond to actual learner evidence, not be a generic statement copied into every lesson plan.
Declaration and Proper Use of Artificial Intelligence
DepEd Order No. 016, s. 2026 requires the responsible use and declaration of AI assistance in lesson planning. AI must not replace the teacher’s professional judgment.
Core Instructional Decisions
AI should not independently perform essential teaching decisions such as:
- Defining learning objectives;
- Unpacking curriculum competencies;
- Designing the complete learning experience;
- Selecting instructional strategies without teacher judgment;
- Making critical decisions concerning learner needs; or
- Producing a fully AI-generated lesson plan.
Support After Teacher Decisions
AI may assist with organizing, refining, or rephrasing content only after the teacher has made the essential instructional decisions.
All outputs must be reviewed, validated, contextualized, and adapted by the teacher.
Routine and Technical Assistance
Acceptable lower-risk uses may include:
- Grammar and spelling checks;
- Improving clarity of language;
- Formatting assistance;
- Translation assistance; and
- Other routine technical support.
“AI assistance was used only to check grammar, improve the clarity of instructions, and format the lesson-plan document. The learning objectives, instructional strategies, assessment activities, and instructional decisions were developed and validated by the teacher.”
Write a direct statement such as: “No AI tool was used in the preparation of this lesson plan.”
Transition Period for SY 2026–2027
Teachers may continue using the DLL or DLP formats previously specified under DepEd Order No. 42, s. 2016 until the end of the first term of SY 2026–2027.
Full implementation of the revised lesson-planning guidelines begins in the second term of SY 2026–2027.
What Teachers and Instructional Leaders Should Remember
It is an example of how a lesson plan may be organized and should not be treated as the only allowable national format.
Brief notes, bullets, annotations, and integrated responses may be sufficient.
Teachers should exercise professional judgment and avoid inserting artificial entries merely to fill every space.
A concise and coherent plan may be stronger than a long document filled with repetitive or disconnected activities.
Lesson plans should be examined for curriculum alignment and responsiveness to learner needs, not through mechanical box-checking.
LAC sessions and collaborative planning may be used to share resources, align competencies, and strengthen instructional practices.
Changing the name of a template does not automatically improve teaching. ILAW becomes meaningful only when it improves the alignment among curriculum intentions, learner experience, assessment evidence, and subsequent instructional decisions.
Read the Complete DepEd Order
Teachers and school personnel should read the complete issuance, including its policy provisions, AI-use rules, implementation responsibilities, transitory provision, and annexes.
VIEW DEPED ORDER NO. 016, S. 2026 OPEN THE OFFICIAL PDF
Post a Comment