CHAPTER 6 Instructional Planning and Development

CHAPTER 6

Instructional Planning and Development

Mark Jones  M. Delgado                                                                              BSEd II - English

 

The Process of Instructional Planning Framework

Select a topic from the curriculum. Design the instructional activities. Design and give assessment. Give grade or feedback. Move on to new topic.

Select standards. Design an assessment. Decide Learning. Use data from the assessment.

 

Outcomes – Based Education determines first the targets of the learning outcomes before you design instruction.

OBE Curriculum

1.    Select standards that the students need to know.

2.     Design an assessment through which students will have an opportunity to demonstrate those things.

3.     Decide learning opportunities that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn.

4.    Use data from the assessment to give feedback, reteach or move on to next topic.

The Understanding by Design (UbD) Framework

Stage 1: Desired Results

1.    Content standard(s):

Comes from professional standards in your field.

2.    Essential question(s):

What learning questions can you ask the students to get them to understand the Big Ideas?

Address the heart of the discipline; are they framed to provoke to provoke and sustain students’ interest; unit questions usually have no one obvious “right” answer.

3.    Student objectives (outcomes)

Students will be able to…

Demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. Achieve the understandings, answer the essential questions, and demonstrate the desired outcomes.

Stage 2: Assessment Evidence

1.    Performance task(s):

§  Authentic, performance-based tasks that require students to apply what they have learned and demonstrate their understanding.

§  Designed at least at the application level or higher on Bloom’s Taxonomy.

§  Rubrics can be used to guide students in self-assessment of their performance.

2.    Other Evidence:

§  Include pre-assessment, formative assessment, and summative assessment evidence.

§  Can be individual or group-based.

§  Can include informal methods (such as thumbs up, thumbs down, and formal assessment, such as quiz, answers to questions on a worksheet, written reflection, and essay).

3.    Stage 3: Learning Plan

§  Materials and resources

§  Timeline

§  Introductory activities

§  Developmental activities

§  Closing activities

Important Points to Remember in Planning and Organizing Instruction

1.    Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd.

2.    If you belong in a private institution, bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement.

3.    Consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012.  

4.    These Grade 10 and 12 qualifications laid down in the PQF flow into the standards that are contained in the Curriculum Guide for K to 12.

5.    Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide.

6.    6. Which instructional plan you are going to prepare depends on what your school requires.

7.    Apply all the principles of teaching and learning that you have learned in Principles of Teaching 1 and the research—based instructional strategies discussed in Chapter 4.

8.    Always begin with end in mind.

9.    Do assessments to ensure learning (assessment for learning ).

3 Types of Assessment

§  Diagnostic Test

§  Formative Test

§  Summative Test

10. Give your students opportunity to assess themselves.

11. You teach two knowledge: declarative and procedural knowledge.

12. Don’t forget that part of instructional planning is utilization of assessment results.

Elements of Lesson Plan

Lesson Plan - is also called an instructional plan or a learning plan.

1.    Dr. Madeline Hunter’s research indicates that effective teacher usually include the following elements in their lessons.

§  Anticipatory set

§  Purpose

§  Input

§  Modelling

§  Guided Practice

§  Checking For Understanding

§  Independent Practice

§  Closure

2.    For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.

§  W- Where and Why

§  H- Hook and Hold

§  E- Explore and Experience, Enable and Equip

§  R- Reflect, Rethink, Revise

§  E- Self-Evaluation

§  T- Tailor and Personalize the Work

Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction

In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details.

Illustration in Hunter's sample lesson:

1.) Input

2.) Modeling

3.) Checking for Understanding

4.) Questioning strategies

5.) Guided practice

6.) Closure

7.) Independent practice

In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples and assists students to discover and give the real generalization and abstraction.

4 A’s in the andragogy advocated by Malcolm Knowles (1984) that proceeds inductively:

                                                           

§  Activity

§  Analysis

§  Abstraction

§  Application

Reflection

This chapter unveiled how the instructional framework is being planned. Also, we can find the contrasting of planning instructional framework from OBE to traditional way. UBD was also presented as well as the OBE Curriculum. Wherein, it follows series of steps to achieve the desired curriculum and the stages it will undergo. Moreover, important points were also unfolded when organizing and planning instructional plan. Lastly, the elements of lesson plan were showed and other theories that the other scholars had come up.

            This concept had taught me on how to create an organized and well-planned lesson plan that will bring me into an effective one. Lesson plan is considered to be the guide of teachers in teaching – learning process so that they will be systematized in teaching. Therefore, as a soon to be instructor, I should be vigilant in making a lesson plan to come up with a good results.  In order to do so, I should be acquainted with the important points with regards to it. First, I should contribute to the realization of the vision statement of the DepEd. Second, I must inculcate in mind the vision-mission statement of the school in addition to that of DepEd’s vision and mission statement. Third, I should consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012. Fourth, my instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide which the instructional plan that I am going to prepare depends on what your school requires. Next, I should employ assessments to ensure learning whereas; it has its three types. These are the; Diagnostic Test which are based by their prior knowledge and conducted before the teaching – learning process, the Formative Test, during the learning process and the summative test that will be given after the learning process. It is the summation of all the learnings that the students have gathered. Then, I should give them the opportunity to assess themselves for them to realize what they need to improve. I should also engage them into questioning approach and procedural knowledge. Lastly, I should put in mind that lesson plan is part of harnessing the results of the teaching – learning process.

            Developing a lesson takes the process of planning; what to teach, how to teach and how to evaluate learning.   

            Upon learning these thoughts, I have realized that instructional planning is very necessary as a teacher for it gives direction and guidance in learning operation. All in all, I will just have to follow the important points in making an instructional plan wherein it is the gist of this discussion that I will employ in my discussion. For the reason that, these are conducive and facilitative for they are very useful that will build an effective classroom environment. How? To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide with a general outline of teaching goals, learning objectives, and means to accomplish them. It is a reminder on what ones want to do and how to do it.

            A productive lesson plan is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.