GROUP 6 REPORTERs

Leader:

SALA, MARMIYA S.

Members:

SANGUENZA, GEAN CLAIRE B.

SENIT, JUDESAH M.

SALINAS, RECKHAN

SALADAGA, MARK KEVIN

SUMA, ALVIN

TAPAOAN, APRIL DANILYN T.

TUMAKSI, MARGELYN F.
LESSON 5: INSTRUCTIONAL PLANNING COMPONENT

Algozzine (2006) suggest three major component of instructional planning namely (1)
deciding what to teach (2) deciding how to teach (3) communicating realistic expectation.

In order to decide what to teach, teachers undergoes the 6 following process:

1. Assessing learners skills- Being a teacher, we to consider that the task e provide our
learners are within the abilities. Teaches need to ensure to gather pertinent data to assess the
level of skill of the learners.

2. Analyzing instructional task- Other than analyzing the learners skills, the teachers also
need to be sure of what they want the learners to do.

3. Establishing logical sequence- The teacher, needs to sequence these task in a logical
and appropriate manner based again on the learners developmental abilities.

4. Considering contextual variables- Teachers may need to look into the contextual
variables, which may include how long the lesson will take, materials needed, or the time of
the day the lesson will take place ( class schedule).

5. Analyzing instructional groupings- As language learning involves sociolinguistic

interactions, creating opportunities for the learners to make meaningful interactions in the
classroom needs consideration.

6. Identifying gaps in actual and expected performance- As the teacher understand the
level of the learners, it is now imperative to understand how to bridge their current
understanding with the new materials being presented to them.

1. Setting instructional goals- Teachers need to present the goals of instruction to the
learners in ambiguous terms.

2. Selecting Instructional methods and materials- Method and materials would be guided
of course by selected, the activities or task for the learners.

3. Pacing Instruction appropriately- Pace is simply how slowly or quickly the teacher goes
through the materials. Thus, the teacher should be able to set the appropriate pace when going
through the material, basing this of course on the learners level and the activities the learner
are tasked to accomplish.
4. Monitoring performance and replanning instruction- In planning how to teach, it also
important for the teacher to know how to monitor learners performance, and then use this
information to plan the next instruction.

McClymont (2020) further forwards with related component of instructional planning namely:

Clear Objectives

Learners must be able to have a clear view of what are expected of them in the

lesson. Providing them with clear objects sets the tone of the class, gearing thinking

and expectations in the lesson towards a clear goal.

Learning Materials

Availability of necessary materials must be considered in planning instructions.

This would help the teacher make adjustments to his/her instruction based on these,

such as wether to use realia or to use models.

Active background knowledge

Tapping into the learners prior knowledge about the topic lesson, or materials helps

make a connection with the learners.

Direct instruction

This is the where the teacher presents the concepts or skills as indicated in the

objectives.

Learner practice

Learners must be given the opportunity to practice the concepts or the skills they

learned in class.

Three step:
1. Guided practice - where learners are given practice with the teacher leading them;

2. Collaborative practice - where learners are provided with practice with their

ciassmates

3. Independent practice - where the Learners are provided with activities that they will

perform on their own.

Closure

After the lesson, the teacher then prepares to synthesize the concepts presented in

the lesson. It can be in the an activity where the learners can participate.

Demonstration of learning

This is in the form of an essessment that assesses the learners understanding of

the concepts presented in the lesson. This is also an opportunity to gather data about

the learners performance.

LESSON 6: Instructional Planning Cycle

Planning for instruction is one of the fundamental skills of a teacher. Therefore, it is important
for the teacher to make sure that his/her instructions are well-thought-of.

The process is adapted from the Understanding by Design Framework by Wiggin and
McTighe(2005), employing the "backwards" design framework.

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.

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.

3. Instructional Activities- At this stage, the teacher now begins to think about how to teach
his/her learners.

4. Reflection- After the implementation of the instructional plan, the teacher then reflects
about his/her teaching. At this stage, the teacher begins reviews what has happened at the
implementation of the plan.

LESSON 7: Instructional Planning Models For teaching English

Instructional Planning models help define the elements and activities that would guide the
development of instruction. The following models are just some of the models that could
provide the major components in instructional planning.

1. ADDIE MODEL

- is one of the popular models because of its simplicity and prctically.

These model is composed of the following elements:

•Analysis - step where the instructional goals and objectives are establish.

• Design - design phase deals with creating an outline of the instruction.

•Development - the development phase is where the activities,materials,media and other

content necessary to deliver the instruction based on the designs phase are put together.

•Implementation -the instruction is given to the learners and the teacher should take some
time to observe how the learners react to the instruction provided to them.

• Evaluation- the teacher looks into the learners scores,result and the noted that were taken
uring the implementation phase

2. ARCS Model
The ARCS model is developed by John Keller in the 1980s. The model’s unique feature is that it
focuses more on the motivation of the learners, ensuring that they are kept engaged during
instruction.

ARCS has four components :

Attention- This refers to the interest of the learners.

Relevance- This component refers to the usefulness of the learning content so that the learners
could create a connection between it and the real world.

Confidence- This components develops the expectation of the success and progress among the
learners , and at the same time give the learners the opportunity to control their learning
processes.

Satisfaction- As there is a direct correlation between motivation and satisfaction , the learners
should have a sense of success and fulfillment after achieving their learning goals and objectives
during the learning process.

LESSON 8: THEMATIC TO INSTRUCTIONAL PLANNING

Thematic Teaching
  Thematic approach to instruction, as the name suggests, is the selection and highlight of
a theme through instruction.
 Planning in this manner is often times interdisciplinary, taking advantage of the
relationships of knowledge across multiple academic disciplines and common
occurrences and situations in everyday life.

OKORO AND OKORO cited the steps to take in employing thematic approach in instructional
planning

 Choosing a theme. Where the teacher or even the learners decide what would be the
focus theme of the lesson.
 Integrating the theme with the existing curriculum. This would involve determining
which concepts from the learning areas could supplement the theme.
 Designing instructional plan. At this stage, thematic instructional planning usually
involves making adjustment in these element, especially making appropriate choices of
learning strategies, activities, experiences and learning materials related to the theme.
 Encouraging presentation. It is much more meaningful to the learners if they could be
given the opportunity to present their work.

Lesson 9: DepEd Guidelines on lesson Planning

Elements af the Learning Plan

The lesson plan serves as the teacher's map in attaining the objectives of the lesson, As such,
should be carefully crafted, containing the necessary details to tackle the particular topic.
These strategies could include:

1. Direct instruction - where a material is taught in a sequential manner. This strategy is usually
used in teaching facts, rules, of action Sequences.

2. Indirect instruction - is a strategy that directly involves the learners as a more active
participant in the classroom rather than a passive one.

3. Interactive Instruction - uses active learning methods ty engaga the learners to interact with
each other and their teacher. *

4. Experiential instruction - involves the learners in the leaming ‘ experience. They become part
of the learning process rather than simply a recipient of learning, thus the teacher puts more
emphasig on the process rather than the product.

5. Independent study - as the name suggests, the teacher's contro! of the learning experience
is reduced, and gives the learners the reign on their interaction with the content.

Parts of a Daily Lesson Log (DLL)

Objectives - They describe what the teacher intends to attain for the day.

Content Standards - are the facts, concepts, and procedures based on each of the learning
areas that the learners need to learn.

Performance Standard - are the task that learners need to perform based on what they
understood about the content.

Learning Competencies - are the knowledge, skills, and attitudes that learners need to
demonstrate in duration of the lesson.
Content - This describes the subject matter of the lesson

Learning Resources - This pertains to the references or other sources of information the
teacher will use for the lesson

Procedures - for the Daily Lesson Log, procedure for the delivering the lesson shall be
composed of 10 steps.

1. Reviewing of previous lesson.

2. Establishing purpose for the lesson as a form of motivation.
3. Presentation of examples for content and competencies in order to clarify
concepts.
4. Discussion of new concepts.
5. Development of the concept to deepen learners.
6. Deepen understanding of the learners on the lessons concept to lead toward
mastery.
7. Helping learners find practical ways to use the knowledge and skills they have
learned in the lesson.
8. Making generalization and abstractions.
9. Evaluation learning to asses whether the lesson objectives were met.
10. Providing additional activities for the application of the lesson learned.

Remarks - This part indicates the special cases, such as continuation of the lesson or reteaching
or rescheduling due to lack of time or suspension of classes.

Reflection - This where the teacher reflects on what transpired during the lesson.