The process is adapted from the understanding by design framework by Wiggin and McTighe (2005),

employing the “backwards” design framework. The process enumerates the steps necessary in the
planning of classroom instruction.

1. learning objectives. At this stage, the teacher is compelled to ask “What should I teach my learners?”
these can be the skills, knowledge or values found in the curriculum document. These can also be big
concepts or ideas that need to be learned or mastered by the learners it is here that teacher decides the
content of the lesson.
2. Assessment strategies. After the teacher decides on the objectives. He/she now needs to identify how
can the learners demonstrate their understanding and/or achievement of the learning objectives. This is in
the from of assessment strategies the teacher needs to use for the lesson key question that the teacher
needs to ponder here are; “How do I know that my learners have achieved to objectives of the lesson?
And “what will be the acceptable pieces of evidence of my learners’ proficiency and understanding?
These shall provide the pieces of evidence the teacher needs to gauge whether the learners were able to
absorb the lesson.
3. instructional activities. At this stage the teacher now begins to think about how to teach his/her
learners. Here the teacher will now plan for the teaching strategies and learning activities that will be used
in the classroom. With the objectives set and the assessment strategies in place, the teacher would now
need to think about the learning experiences, information, and resources the learners need to achieve the
goals of the lesson. teacher would have to consider “what enabling knowledge, skills and values will the
learners need to do to equip themselves with these knowledge skills and values? Which of these
knowledge, skills and values should be taught or coached and what’s the best way to teach them? And
what materials and resources are needed to best attain the objectives”
4. reflection. After the implementation of the instruction plan, the teacher then reflects about his/her
teaching. At this stage, the teacher reviews what has happened at the implementation of the plan. This
involves the reaction of the learners with the strategies, the results of the assessment and the learners who
struggled with the activities or assessment. The teacher can use the data from these observations to make
adjustments and improve the next instructional plan.