Training module

Designing an ILAW lesson with the 7E framework

Pagdidisenyo ng ILAW lesson gamit ang 7E framework

Turn a Budget of Work competency into a complete ILAW Daily Lesson Log with 7E phases, learner-centred activities and a digital tool, using the sample plans in the Lesson Library.

Time: 60 minutes
For: All SHS mathematics teachers preparing DLLs
Tools: Presentation, Desmos, GeoGebra, Google Sheets

You will be able to

Map the four ILAW sections (Intentions, Learning Experience, Assessment, Ways Forward) to the 7E phases.
Write knowledge, skill and values objectives for a 45-minute session.
Choose a research-based strategy and a digital tool that fit the competency, and write the required declaration of AI use.

Module

The ILAW structure

An ILAW DLL has a header (lesson, learning area, teacher, grade and section, sessions, references, declaration of AI use) and four sections per session: Intentions, Learning Experience, Assessment and Ways Forward. The site's Lesson Library stores plans in exactly this structure and prints them in the DepEd layout.

Mapping 7E onto the four sections

7E phase	ILAW section	What it looks like
Elicit	Pre-lesson	A hook question that surfaces prior ideas (Notice and Wonder).
Engage	Pre-lesson	A short activity that creates a need to know.
Explore	Flow	Learners work on the task before being told the method.
Explain	Flow	Formal terms and procedures, built on what learners found.
Elaborate	Flow	Transfer to a new context, often with a digital tool.
Evaluate	Formative assessment	Exit ticket, 'Which student is correct?', rubric self-check.
Extend	Extended learning	Homework, remediation ladder, enrichment.

Writing the Intentions

Elicit

Copy the Learning Competency from the Budget of Work and record its id (e.g. gm11.t1.w9.c2) so the plan links to the curriculum map.
Write two or three objectives: 'At the end of the 45-minute period, the learners should be able to…' with one knowledge, one skill and one attitude or values objective.
Describe the Learner Context honestly: strengths, interests, barriers, what they can already do. This drives the accommodations later.

Constructivist flow

Explore

Learners build criteria before the formal terms are introduced. In the sample Functions plan, groups sort graph cards into families and name the families themselves before 'absolute value' or 'quadratic' are written on the board. Plan the Explore task first, then decide what you will say in Explain.

Choosing one digital tool

The brief requires at least one of GeoGebra, Desmos, Google Sheets, Jamovi or MATLAB. Pick by competency: graphs → Desmos; solids and geometry → GeoGebra; money and sequences → Sheets; data and tests → Jamovi. Always plan an offline fallback (printed cards, screenshots) for the day the connection fails.

Assessment and Ways Forward

Evaluate

Formative assessment must include accommodations (more time, oral response, enlarged print). Extended learning follows the remediation ladder: concrete or visual → guided → collaborative → independent. Leave the Reflections box for after teaching.

Declaration of AI use

DepEd Order No. 003, s. 2026 Annex A requires a declaration when AI assisted in preparing the plan. State that AI was an auxiliary tool, that the teacher reviewed and takes responsibility, and that no learner personal data were entered. The sample plan's declaration can be reused.

Try it

Open the sample Functions plan in the Lesson Library and label each activity block with its 7E phase.
Choose one competency from next week's Budget of Work and draft the Intentions section.
Write the Explore task and the formal Explain notes that follow it, then pick the digital tool and its offline fallback.