UMINGA, JESSICA C.

BEED-2

MIDTERM REQUIREMENTS

LESSON NO. 5 : BASICS OF INSTRUCTIONAL PLANNING

ASSESS ON PAGE 58

I. True or false. Write T if the statement is correct and F if the statement is false.

T 1. Instructional planning is an ongoing process.

T 2. Teachers need to be informed decision-makers and reflective practitioners in

planning instruction.

T 3. Curriculum planning is usually done before the start of the unit.

T 4. A unit lasts for one day to one week.

T 5. In the Philippines, all teachers are required to construct a daily Detailed Lesson

Plan.

II. Answer the following questions.

1. What is instructional planning?

 a process of the teacher using appropriate curricula, instructional

strategies, resources and data during the planning process to address

the diverse needs of students

  A teacher’s teaching begins before he or she steps into the classroom.

Prior to each lesson, unit, semester, or school year, teachers plan the

content of instruction, select teaching materials, design learning

 activities and grouping methods, decide on the pacing and allocation

of instructional time, and identify learning opportunities for students. 

2. Describe the three types of instructional planning?

 Long range planning

This type could prove to be the most challenging for beginning

teachers, especially since this involves planning for the whole year.

At this point, it is important for teachers to do a curriculum

mapping, the process of determining when you will teach each

topic or concept (Beal and Bolick, 2013).

 Unit planning

A unit is a major division of the year-long plan. It is a cluster of

related lessons organized around a central topic,theme,issue,or

problem and developed in a logical sequence (Beal and Bolick,

2013; Ellis, 2010). It can be designed for any length of time, sone

ranging for just a week while others cover a whole quarter.

 Lesson planning

This document serves as an outline of what you will be

teaching in a given day or days. It should follow a logical

sequence that will facilitate maximum learning for students.

3. Why is Instructional planning important?

 First and foremost, planning gives the lessons focus and direction. In

planning a year long curriculum, quarter unit, or daily lesson,

 teachers contemplate on the standards, goals, and objectives of the

subject. the selection and highlighting of themes, topics and ideas

should always lead to the overall goal of the program. As educator

Stephen Covey said, ‘we should begin with the end in mind’.

 Second, through-out planning is way better than on the spot teaching.

Plans help teachers to remain focused dueing instruction, especially

when lessons go off-topic due to students’ questions and recitations.

However it is also important for the teachers to seize “teachable

moments” those unplanned opportunities which arose from students’

queries and opinions that broaden and deepen the scope of the lesson.

 Instructional planning is an important activity for those who aspire to

be effective teachers. In the words of Ellis (2010,p. 120) : “careful

planning empowers you. It makes you true professional. Careful

planning helps distinguish teachers who do it from those who, content

with mediocrity, merely make their way through textbooks with no

strategic vision, occasionally hitting on a good activity here and there,

that’s not teaching; that’s monitoring”. Thus, amidst the multitude of

teaching and non teaching task assigned to teachers, instructional

planning should always be a top priority.

CHALLENGE ON PAGE 59

1. Compare and contrast long range, unit and lesson planning through a venn diagram.
 2. Many teachers in the Phillipines view instructional planning as a major burden. Why

do you think this perception exist? What could be done to address it?

 For me they view it as an major burden because they have a lot of paper

works and they are tired teaching student the whole day then they need to

do such an instructional planning. Teachers like that didn’t understand

that they need it in their teaching, it helps the teacher to be more focused

and know the limitations of the topic that she will be discus and also it

could serve as the script for her.

HARNESS ON PAGE 59-60

ASSESS ON PAGE 71-72

I. True or False. Write T if the statement if true and F if the statement is

false.

T 1. In social studies, history is an example of procedural knowledge while doing a

timeline is an example of a declarative timeline.

T 2.Teachers may develop their own instructional objectives as long as it adheres to the

given standards and competencies.

F 3.Teachers should enforce as many rules as possible to foster a positive learning

environment.

T 4.Documentaries, maps, and puzzles are materials that can be used in the social studies

classroom.

T 5.Differentiation is a way of taking into account student diversity in the classroom.

 F 6.A teacher who can utilize a website in effectively teaching the concept of population

to students possesses a high level of TPACK.

II. Complete the table.

Thing to consider in Why is it important for How should teachers take

planning instructions teachers to consider this? this into account?

Content To teach all students Teachers need to see how

according to today’s ideas connect across fields

standards, teachers need to and to everyday life.

understand subject matter

deeply and flexibly so they

can help students create

useful cognitive maps, relate

one idea to another, and

address misconceptions.

Objectives Articulating learning Start each objective with a

objectives helps instructors verb. Focus on the outcome

select and organize course and not the process. State

content, and determine the what the student will be able

types of assessments and to do, not what you will teach

learning activities to build for or how it will be taught.

 a course. Articulating Include objectives at all

learning objectives helps appropriate levels of Bloom’s

instructors select and taxonomy: knowledge,

organize course content. comprehension, application,

analysis, synthesis, and

evaluation.

Classroom Environment A positive classroom One way that teachers

environment helps improve encourage effort is through

attention, reduce anxiety, and specific praise, telling

supports emotional and students specifically what it is

behavioral regulation of that they are doing that is

students. When educators worthwhile and good. In

foster a positive learning combination an

culture; learners are more understanding of the value of

likely to acquire higher academic tasks and the effort

motivation that leads to necessary to complete these

wonderful learning outcomes. tasks motivate students to

learn.

Materials The purpose and importance Teachers, whether poorly

of teaching and learning trained or highly competent,

materials is to make lessons remain the most influential

interesting, learning easy and part of the learning process.

enable teachers to easily (Materials merely assist in the

 express concepts. Learning instructional process; the

materials can significantly teacher provides the primary

increase learners' source of direction in

achievement by supporting learning.)

learning.

Students Teachers are at the frontline First, teachers need to

of education and play a major understand subject matter

part in shaping values, deeply and flexibly, so that

knowledge and skills of the they can help students create

students. They impact useful cognitive maps, relate

students at a time when they ideas to one another, and

are most susceptible to address misconceptions.

influence. Equip the students Teachers need to see how

so that they can grow up to ideas connect across fields

fulfill their dreams, passion, and to everyday life. This

and goals. kind of understanding

provides a foundation for

pedagogical content

knowledge (Shulman 1987),

which enables teachers to

make ideas accessible to

others.

Teacher They Provide the Power of To teach students to believe

 Education Knowledge and and respect others, to

education are the basis for all contribute to the well-being

things that can be of their community. To give

accomplished in life. students the opportunity to

Teachers provide the power learn how to inquire and

of education to today's youth, discover new information. To

thereby giving them the help students develop broader

possibility for a better future. understandings of new

information.

CHALLENGE ON PAGE 72

TPACK is a technology integration framework that identifies three types of

knowledge instructors need to combine for successful edtech integration—

technological, pedagogical, and content knowledge (a.k.a. TPACK). While TPACK is

often compared with the SAMR Model, they are very different in scope.

The TPACK framework was introduced by Punya Mishra and Matthew J. Koehler of Michigan

State University in 2006. With it, they identified three primary forms of knowledge: Content

Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK).

Look at the diagram below. You’ll notice that the three primary forms of knowledge are not

entirely separate. In fact, the intersections of each are critical because they represent deeper

levels of understanding.
The center of the diagram, otherwise known as TPACK, represents a full understanding of how

to teach with technology. Keep in mind that this is not the same as having knowledge of each of

the three primary concepts individually. Instead, the point of TPACK is to understand how to use

technology to teach concepts in a way that enhances student learning experiences.

Let’s say, for example, that you deliver content to your students via your learning management

system (LMS). Even if you have sufficient knowledge of the content you’re teaching (CK) and

of your LMS (TK), you might still subject your students to an entire online course of text-based

PDFs.

While this is an adequate display of both content and technical knowledge, you could argue that

it is not enhancing the learning experience. However, if you recognized how your content could

be presented in more interactive and engaging digital mediums—e.g., video, class discussion,

game, etc.—and you knew how to make that happen via your LMS, then you just leveled up to

Technical Content Knowledge (TCK).

HARNESS ON PAGE 73

ASSESS ON PAGE 81

I. True or False. Write T if the statement if true and F if the statement is

false.

T 1. An instructional model is comprised of teaching strategies and procedures used

to facilitate student learning.

F 2. Direct instruction is applicable only to the teaching of basic facts and

information.

T 3. The inquiry model trains students to use the scientific method to arrive at

conclusions.
 T 4. Cooperative learning model can be used alongside direct instruction and inquiry

models.

F 5. The Hunter's Seven-Step Model is an example under the inquiry model.

II. Complete the table.

Model Description Benefits Procedures

Direct Instruction

Model

Inquiry Model

Cooperative

Learning

CHALLENGE ON PAGE 82

1. Choose one grade level in the Curriculum Guide for Social Studies 1 to 6. Which topics

in that grade level could best be taught through direct instruction, inquiry, and

cooperative learning? Give at least two lessons for each model and explain your answer.

 CITIZENSHIP TRANSMISSION

- students are taught traditional knowledge and values as a framework for

making decisions.

 SOCIAL SCIENCE OR HISTORY

 - Students master social science or history concepts, generalizations and

methods.

 REFLECTIVE INQUIRY

- Students used knowledge and thinking to make decisions and to solve

problems.

 SOCIAL JUSTICE

- Students develop understanding and skills needed to critique and

transform society; often a focus on injustice/ inequality.

 CHILD CENTERED

- Students develop a positive self-concept and a strong sense of personal

efficacy.

2. Many teachers in the Philippines rely on the direct instruction model teaching social

studies. What do you think is the reason for this? What can be done to promote other

models of instruction such as inquiry and cooperative learning?

REASONS WHY DIRECT INSTRUCTION MIGHT BE THE BEST TEACHING METHOD

FOR YOUR STUDENT

1. R E S EA R C H HA S S HOWN DI R EC T IN S TR U C TI ON TO BE MOR E

E FFE C T I V E THA N MOS T OTHER TEA C HIN G STR A TEGI ES .

A study that compared a variety of elementary school’s first grade reading outcomes in

Baltimore from 1996-2003 found that the schools implementing the Direct Instruction

model developed by the National Institute for Direct Instruction (NIFDI) “achieved

significantly higher scores within one year and maintained over the six remaining years of

the study.” Baltimore is a large city and ethnically as well as economically diverse which

makes the research that much more compelling. Schools made up of students from affluent

families as well as schools comprised of students from more economically disadvantaged

families achieved higher scores when Direct Instruction was implemented than schools that

implemented another teaching method.

2. D IR E C T IN S TRU C TI ON ALLOWS TEA C HER S TO TAI LOR

I NS T R UC TI ON TO THE STU D EN T’S N EEDS .

There are a lot of misconceptions surrounding the practice of Direct Instructions. Many

people associate Direct Instruction with teachers standing in front of an entire class and

lecturing the students on whatever they are supposed to be learning. This misconception

could not be further from how Direct Instruction truly works. When done well, students

are grouped based on their skill level (rather than grade level). Students work closely with

an instructor and have multiple opportunities to practice and demonstrate mastery of a

skill before they are moved to a higher level group. This allows students to learn at their

level and instructors to monitor closely where each student is in relation to his or her

learning target.
3. T E A C HERS WHO I MPLEMEN T D IR EC T IN S TRU C TI ON HAV E A

S T R ON G U ND ERS TA ND I N G OF THE S TR EN GTHS AN D C HA LLEN GE S

OF HI S OR HER STU D EN TS .

Everyone would agree with the statement that students have unique abilities and strengths

and each student learns at a different pace. Yet, most classrooms go through units and

learning targets at one particular speed, leaving some students bored and ready to move on

while other students are lost and frustrated because they have not understood a key

concept that the class has already passed. Direct Instruction allows students to progress at

their own natural pace. As the year progresses the instructor begins to get a feel for each

individual student’s strengths and weaknesses and is able to help the students with their

particular challenges.

4. D IR E C T IN S TRU C TI ON IS EFFI C I EN T

One of the strengths of Direct Instruction is its efficiency. In a Direct Instruction math

class, there might be three groups of students working on three different concepts, ensuring

that each student is working at his or her level simultaneously as his or her peers. Students

know the target they are trying to hit. When they demonstrate they are ready to move on

they are allowed to go to the next concept/learning target. Because the work is neither too

hard nor too easy and because the learning targets are clearly identified, students stay

engaged and progressing. When students understand the objective and obtain it their

confidence grows and they are encouraged to keep progressing. Here is a short video that

shows the parts to a Direct Instruction lesson.

5. D IR E C T IN S TRU C TI ON IS BUI LT ON A S SU MPTI ON S THA T WE

HOPE A LL EDU C A TORS BE LI EV E TO BE TRU E

According to the National Institute for Direct Instruction, Direct Instruction operates on

five key philosophical principles:

 All children can be taught.

 All children can improve academically and in terms of self-image.

 All teachers can succeed if provided with adequate training and materials.

 Low performers and disadvantaged learners must be taught at a faster rate than

typically occurs if they are to catch up to their higher-performing peers.

 All details of instruction must be controlled to minimize the chance of students’

misinterpreting the information being taught and to maximize the reinforcing effect of

instruction.

A teaching method that assumes all students can be taught, all students can improve both

academically and in terms of self image, and that teachers succeed when they are

supported with adequate training and materials is one that most people could get behind.

HARNESS ON PAGE 83

Choose a particular topic in Social Studies 1-6. Write a unit or lesson plan that adheres to one of

the instructional models. Enumerate the procedures and explain how you will approach the topic

using the model.

 1. Instructional Model

2. Topic:

3. Grade Level:

4. Competency/ies:

5. Procedures and Application:

ASSESS ON PAGE 89

I. True or False. Write T if the statement is true and F if the statement is

false.

F 1. The DLL is an example of a comprehensive lesson plan while the DLP is

T 2. Based on DepEd Order No. 42, s. 2016, all teachers are required to write a lesson

plan.

F 3. Diagnostic assessment is done in the During the Lesson phase of instruction.

T 4. One source of reflection for teachers is the percentage of learners who earned 80%

in the evaluation.

T 5. Long narrative writing in lesson planning is encouraged to make your plan as

detailed as possible.
CHALLENGE ON PAGE 90

Compare and contrast the comprehensive lesson plan and the abbreviated lesson plan through a

Venn diagram.

Comprehensive lesson plan. Abbreviated lesson plan.

It specifies the learning This lesson plan uses a text lesson

objectives, equipment’s, to explain key facts about

instructional media material, abbreviations for students.

requirements, and conduct of. Students will then be tested on

Training (educational their newfound knowledge with a

dictionaries). Lesson planning is quiz before they delve into a fun

essential for directing goal- activity that puts what they’ve

directed teaching, Article. learned into practice.

HARNESS PAGE 90