Unit II

Instructional Planning

Planning is a vital key to a successful endeavor. Whether it is celebrating a birthday

party, implementing a government project, or graduating on time with honor, it is
essential to plan to ensure the achievement of desired goals. The same holds true in
the classroom setting. Pre-service and new teachers are required to write detailed
lesson plans while experienced teachers prepare lesson logs before they teach the
subject. This will ensure that activities and materials are well prepared, class time is
maximized and the instructional goals are attained.
In this unit, you will be able to familiarize yourself with the basics of instructional
planning , particularly its different types and its importance in the learning process.
You will also learn about the different things that should be considered in planning
instruction, most important of which are the content, objectives, classroom
environment, materials, students, teacher. You will also be introduced to three
instructional model that are commonly employed in teaching Social Studies, namely
Direct Instruction, Inquiry, and Cooperative learning. Finally, you will be presented with
the different formats and components of a lesson plan. By the end of the unit, it is
expected that you will be able to develop lesson plan of a social studies lesson in the
elementary grades.

35
 Module 5
Basics of Instructional Planning

Think:
First, it is important to understand what instructional planning is.
According to the Department of Education (2016), instructional planning is the process
of systemically planning, developing, evaluating, and managing the instructional
process by using principles of teaching and learning. The teacher attempt to organize
the different ingredients of learning with the end goal in mind: to ensure that students
attain the set curricular goals. This process is ideally done before a lesson unit, quarter,
semester, or school year. However, it is important to note that instructional planning
is a continuous process. Plans can be modified or made flexible in order to
accommodate the varied needs of learners.
For instructional planning to be considered effective, it is important for teachers to
address these three questions:
1. What should be taught?
2. How should it be taught?
3. How should instruction and student learning be assessed?
In planning for effective instruction, two vital characteristics are expected of
teachers.First, they must be informed decision-makers. They need to be fully familiar
with the curriculum in order to determine which topic should be given greater emphasis
and how standard and competences could best be realized. They also need to have
idea of their students’ prior knowledge, aptitude, and interest which will be beneficial
in choosing appropriate techniques and strategies that will facilitate learning. Second,
teachers must be reflective practitioners. After delivering an instructional plan, they
need to revisit the curricular standards and competencies and ensure that these are
attained. They also need to track student progress and ponder which techniques and
strategies should be retained or discarded.

36
Types of Instructional Planning
Instructional planning takes on many forms. One way of categorizing it is by looking at
the time frame for planning. Under this, three classifications arise -long-range planning,
unit planning, and lesson planning.

A. 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). Utilizing the curriculum guide, textbooks, and other
topics and standards into quarters and/or semesters? Which lessons should be allotted
more time and emphasis? How could social studies be integrated with other subjects
or with holidays and celebrations throughout the school year? Pondering on these
questions before the start of the actual year is an important step for teachers to be
informed decision-makers.
The curriculum guide serves as the teacher’s most important tool in long-range
planning. In the Philippines, the existing K to 12 Curriculum Guide for Social Studies
Grades 1-10 was prepared by the Department of Education. In curriculum mapping a
particular grade level, it is important to look at the following: a) Grade Level Standard,
which states the overall goal for the year; b) Topic, which describes the general theme
of the grade level; and c) Content, which outlines the lessons that will be covered. The
table below shows the information lifted form the Social Studies Grade 1 Curriculum
Guide.
Grade 1

Grade Level Standard Topic Content

Naipamamalas ang
kamalayan at pag-unawa
sa sarili bilang kasapi ng
pamilya at paaralan at
pagpapahalaga sa
kapaligirang pisikal gamit
Ako, ang Aking Pamilya at I. Ako ay Natatangi
Paaralan A. Pagkilala sa Sarili
Ang sarili bilang kabahagi B. Ang AKing Kuwento
ng pamilya at paaralan C. Pagpapahalaga sa
tungo sa pagkakakilanlan Sarili
bilang indibidwal at kasapi II. Ang Aking Pamilya
37
 ang konsepto ng ng komunidad, gamit ang A. Pagkilala sa mga
pagpapatuloy at konsepto ng pagpapatuloy Kasapi ng Pamilya
pagbabago, interaksiyon, at pagbabago, B. Ang Kuwento ng Aking
distansiya at sireksiyon interaksiyon, distansiya at Pamilya
tungo sa pagkakakilanlan direksiyon at ang C. Mga Alintuntunin sa
bilang indibidwal at kasapi pagpapahalaga sa Pamilya
ng pangkat ng lipunan at kapaligirang pisikal at D. Pagpapahalaga sa
komunidad. paaralan. Pamilya
III. Ang Aking Paaralan
A. Pagkilala sa Aking
Paaralan
B. Ang Kuwento ng Aking
Paaralan
C. Pagpapahalaga sa
Paaralan
IV. Ako at ang Aking
Kapaligiran
A. Ako at ang Aking
Tahanan
B. Ako at ang Aking
Paaralan
C. Pagpapahalaga sa
Kapaligiran

The current curriculum guide for every grade level already divided the content into four
quarters, each one revolving around a specific theme. While this is indeed helpful in
planning the whole year, it is important to note that curriculum guides exist as mere
guides. Students have different pacing and diverse needs which should ultimately be
considered in curriculum mapping. Reflective teachers take into account these factors
and do not just teach for the purpose of covering all the topics. Moreover, reflective
teachers ensure that the goals they set for themselves and their students for the school

38
year are aligned with the Grade Level Standards and Topic. It is important to revisit
these goals often and use them to monitor, implement, and assess their instruction.

B. 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, some ranging for just a week while others cover a whole quarter.
Let’s look at the K to 12 Curriculum Guide for Social Studies for examples of units. In
the Grade 1 curriculum, each quarter can be considered a unit. The first quarter
revolves around the self (Ako ay Natatangi), the second quarter focuses on the family
(Ang Aking Pamilya), the thiurd quarter talks about their school (Ang Aking Paaralan),
and the fourth quarter discusses their immediate environment (Ako at ang Aking
Kapaligiran). Meanwhile, in the Grade 6 curriculum, a quarter may contain a number
of units. The overall theme of the first quarter is “Kinalalagyan ng Pilipinas at ang
Malayang Kaisipan sa Mundo.” However, it can be subdivided into three units: a)
Kinalalagyan ng Pilipinas; b) Kilusang Propaganda, Katipunan, at Himagsikan; and c)
Panghihimasok ng mga Amerikano. While the quarter follows a chronological
progression, it is necessary to come up with smaller units since subdivision revolves
around different themes and issues. While the existing curriculum is already divided
into units, teachers should practice good decision-making in developing and organizing
units.
In planning a unit, Beal and Bolick (2013) recommend taking into account the following
elements and processes:
1. Unit Title. Develop an idea or adopt a topic for study and translate it into a brief,
clear statement of your theme or problem focus.
2. Time Requirement. Determine approximately how much time will be spent on the
unit.
3. List of Topics. Brainstorm and break the big idea or theme for the unit into a set
of more specific ideas and subtopics.

39
4. Target Students. Indicate for which group of students or grade levels the unit is
intended. Include them in the planning by allowing them o identify big questions
and issues of interest to them.
5. Rationale. Construct a brief overview of what the unit is about and why it is
important to learn it.
6. Goals. Identify a goal or set of basic goals that the unit will be designated to
accomplish.
7. Objectives. Outline the specific objectives that enable the goals to be accomplished.
Make sure to arrange them in logical and sequential order.
8. Teaching Strategies. Identify and develop related significant teaching strategies
and activities.
9. Resources. Identify, locate, and organize all the individuals and the instructional
resources that are available and will be needed.
10. Evaluation Procedures. Develop a plan to evaluate the effectiveness of the unit.
Include formal and informal assessment.

C. Lesson Planning
After doing curriculum mapping and producing a unit plan, the next challenge for
teachers is to come up with a lesson plan. 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.
To illustrate how a unit can be broken down into different lessons, let us go back to
the curriculum guide for Social Studies Grade 1. The first quarter/unit, which is Ako ay
Natatangi, can be broken down into many lessons based on the given learniong
competencies. For the first two days, the teachers may focus on achieving
competencies no. 1, “Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan,
magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga
katangian bilang Pilipino.” and entitle the lesson “Mga Batayang Impormasyon tungkol
sa Aking Sarili.”
In the Philippines, lesson planning is a major requirement for teachers in basic
education. Newly hired teachers are required to prepare a daily detailed lesson plan

40
(DLP0 during their first year , while those with at least one year of teaching experience
are expected to fill out a Daily lesson log (DLL) . The table below shows the definition
of the DLP and the DLL based on DepEd Order No. 42, s 2016.
Daily Lesson Plan (DLP) Daily Lesson Log (DLL)
A teacher’s” road map” for lesson, it A template teachers use to log parts of
contains a detailed description of the their daily lesson. It covers a days or
steps a teacher will take to teach a weeks’ worth of lesson and contains the
particular topic. A typical DLP contains following parts: objectives, content,
the following parts: objectives, content, learning resources, procedures, remarks,
learning resources, procedures remarks and reflection.
and reflection.
Based on the definitions, what are the similarities and differences of the two
documents?

The Importance of Instructional Planning

To some teachers instructional planning is a burdensome task. In the Philippines,
teachers accomplish many paper works, attend to school meetings and parent-teacher
conferences, check students’ output, serve as class advisers or club moderators, and
perform various teaching and non-teaching duties. As such, instructional planning is
not given priority or is done hastily, why? Then, it is important for us teachers to allot
ample time for planning? How will this activity benefit us?
First and foremost, planning gives the lesson focus and direction. In planning a year-
long curriculum, quarterly 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 educators Stephen
Covey said, we should begin with the end in mind. Second, thought out planning is
way better than on0the-spot teaching. Plans help teachers to remain focused during
instruction, especially when lesson go off-topic due to students’ questions and
recitations. However, it is important also for teachers to seize “teachable moments”,
those unplanned opportunities which arose from students’ queries and opinions that
broaden and deepen the scope of the lesson. Such detour can be of great help

41
especially in connecting the lesson to personal lives of students. In this case, written
plans can help teachers get back on track as quickly and smoothly as possible after
going on such detours. Planning can also help counter classroom management
problems. A teacher who plans can foresee how to enforce discipline in the classroom
to handle students’ misbehavior. Coming up with a checklist of instructional materials
in planning with also help teachers to prepare them in advance and maximize utilization
in the classroom. In this case planning develops a teacher’s confidence by making him
/ her feel prepared and organized in the execution of the lesson. Then lastly, planning
also facilitate teacher’s reflection. After implementing the plan, it is important for
teachers to evaluate the experienced, learn from their mistakes, repeat effective
strategies and modify for future instruction. They should contemplate if they were able
to meet the standard, goals and objectives and determine if they are more successful
ways of achieving their target.
Instructional planning is an important activity for those who aspire to be
effective teachers. In the words of Ellis (2010, page 120): “Careful planning empowers
you. It makes you a true professional. Careful planning helps distinguish teachers
who do it from those who, content with mediocrity, merely makes their way through
textbooks with no strategic vision, occasionally hitting on a good activity here and
there. That’s not teaching; that’s monitoring.” Then thus amidst the multitude of
teaching and non-teaching tasks assign to teachers, instructional planning should
always be a top priority.
Experience
Interview a Social studies teacher. Ask him / her the following questions;
1. In your school, you are required to do curriculum mapping, unit planning, and lesson
planning? Why or why not?
2. What are the benefits of Instructional planning?
3. What are the challenges of Instructional planning?
4. If Instructional planning is not required in your school, will you still do it? Why or
why not?

_____________________________________________________________________

42
Assess
Answer the following question.
1. What is Instructional planning?
_____________________________________________________________________
_____________________________________________________________________
2. Describe the 3 types of Instructional Planning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Why is Instructional Planning important?
_____________________________________________________________________
_____________________________________________________________________
Challenge
1. Compare and contrast long-range, unit, and lesson planning thru a Venn diagram.

2. Many teachers in the Philippines view Instructional planning as a major burden. Why
do you think this perception exist? What could be done to address it?

Harness
Read the K to 12 curriculum guides for Social Studies and choose 1 quarter or unit from
Grade 1 to 6. Come up with a unit plan by using the elements given by Beal and Bolick
(2013) as a guide.
1. Unit Title:
2. Time requirements:
3. List of Topics:
4. Target Students:

43
5. Rationale:
6. Goals:
7. Objectives:
8. Teaching Strategies:
9. Resources:
10. Evaluation procedures:

44
 Module 6
Things to Consider in Planning Instruction

Think
Instructional planning is not a task that can be done in one setting, especially for
beginning teachers. As informed decision-makers and reflective practitioners, teachers
need to take into account a number of things formulating a plan for learning. One
approach or strategy may work in one class but not in another class. Therefore, it is
important for teachers to look into the different factors that may affect learning. Six
factors will be discussed in this chapter: content, objectives, classroom environment
material, students, and teacher.

Content:
One of the primary elements that should be considered in instructional planning is the
content. Basically, teachers need to know what they will teach in order to effectively
prepare their lesson. In taking about content, it is important to distinguish between
two types of knowledge: declarative and procedural.
Declarative knowledge entails knowing about something, while procedural knowledge
is knowing how to do something, in other words, declarative knowledge comes in the
form of facts, concepts, and generalization, while procedural knowledge is in the form
of skill. In geography class, identifying the elements of a map is an example of
declarative knowledge, while determining the absolute location on the Philippines on
the world map is an example of procedural knowledge. In history, knowing the
significant heroes and events in the Philippines Revolution an example of declarative
knowledge, while critically analyzing primary sources from this period is an exercise of
procedural knowledge. Can you give other example of declarative and procedural
knowledge in the elementary social curriculum?
Why, then, it is important to distinguish between declarative and procedural in
instructional planning? Basically, it helps teacher determine how the to present the
content in a more organized manner. Declarative knowledge may be presented through

45
expository approach, graphic organizer, or data retrieval chart. On the other hand,
procedural knowledge is best presented through task analysis or problem-solving.
In the Philippines, many educators believe that social studies is a content heavy course,
thus, the tendency to emphasize declarative knowledge and prioritize not memorization
of people, places, events, and other details in instruction and assessment. This should
not be the case at present, especially that the K to 12 curriculum frameworks for social
Studies also highlights procedural knowledge in the form of critical competencies and
skills.
The Table below shows examples of such competencies and skills. It is important to
develop these high levels of procedural knowledge in our students to ensure that will
produce learners equipped with 21st century skills.
Competencies Skills
Pagsisiyasat ⚫ Naskagagamit ng mapa at atals
upang matukoy and iba’t-ibang lugar,
lokasyon, at ibang impormasyong
pangheograpiya
⚫ Nakagagamit ng mga kasangkapang
teknolohikal upang makakita o
makahanap ng mga sanggunian ng
inpormasyon.
Pagsusuri at interpretasyon ng datos ⚫ Nakababasa ng istatistikal na datos
⚫ Nakababasa sa mapanuaring na
pamamaraan upang maunawaan and
historikal na konteksto ng
sanggunian at ang motibo at
pananaw ng may-akda.
Pagsusri at interpretasyon ng ⚫ Natutukoy ang pagkakaiba ng
impormasyon opinyon at fact
⚫ Nakauunawa ng papel at epekto ng
heograpiya sa pagbabagong
panlipunan at pangkalikasan

46
Pagsasaliksik ⚫ Nakasasagot ng tanong base sa
angkop at sapat na ebidensya
⚫ Nakagagamit ng teknolohikal na
instrumento sa pagsasaliksik,
pagsusuri ng datos, pagsulat ng
sanaysay o papel, at paghanda ng
presentasyon ng pananaliksik
Komunikasyon ⚫ Nakabubuo ng maikli nguni’t malinaw
na introduksyon at konklusyon kapag
nagpapaliwanag
⚫ Nakasusulat ng sanaysay na
nagpapa;iwanag ng isang
pangyayari, isyu o penomeno, gamit
ang nararapat at sapat na
impormasyon o ebidensiya sa angkop
na pamamaraan
Pagtupad sa pamantayang pang-etika ⚫ Nakapagpapakita ng pantayna
pakikitungo at paggalang sa mga
may iabng pag-iisip kahit hindi ito
sumasang-ayon sa sariling ideya,
posisyon o pagtingin
⚫ Natutukoy ang sangguniang ginamit
sa papel (reaksyon, maikling
sanaysay) bilang pagkilala sa
karapatan sa pag-aaring intelektuwal
ng awtor/manlilikha

47
Objectives
An objective is a specific statement of a learning outcome. It describes what we
want our students to do and how we will know if they are already there. Taking into
account the objectives of the lesson is important because these statements are vital in
assessing student learning and evaluating the effectiveness of instruction.
In the K to 12 Curriculum Guide, statements of learning outcomes are expressed
through standards and competencies. Standards are more general outcome statements
that can be achieved in weeks, quarters, year or years. The table below shows
examples of different levels of standards in the social studies curriculum.
Core Learning Area Standard Naipamamalas ang pag-unawa sa mga
konsepto at isyung pangkasaysayan,
pangheograpiya, pangekonomiya,
pangkultura, pampamahalaan, pansibika,
at panlipunan gamit ang mga kasanayang
nalinang sa pag-aaral ng iba’t ibang
disiplina at larangan ng araling
panlipunan kabilang ang pannaliksik,
pagsisiyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagkamalikhain,
pakikipagkapuwa, likas-kayang paggamit
ng pinagkukunang-yaman,
pakikipagtalastasan at pag pagpapalawak
ng pandaigdigang pananaw upang
maging isang mapanuri, mapagnilay,
mapanagutan, produktibo,
makakalikasan, makabansa at makatao
na papanday sa kinabukasan ng
mamamayan ng bansa at daigdig.
Key Stage Standard (K-3) Naipamamalas ang panimulang pag-
unawa at pagpapahalaga sa sarili,
pamilya, paaralan, at komunidad, at sa

48
 mga batayang konsepto ng pagpapatuloy
at pagbabago, distansiya at direksyon
gamit ang mga kasanayan tungo sa
malalim ng pagunawa tungkol sa sarili at
kapaligiran pisikal at sosyokultural, bilang
kasapi ng sariling komunidad at ng mas
malawak na lipunan.
Grade Level Standard (Grade 2) Naipamamalas ang kamalayan, pag-
unawa at pagpapahalaga sa kasalukuyan
at nakaraan ng pagpapatuloy at
pagbabago, kapangyarihan, pamumuno
at pananagutan, pangangailangan at
kagustuhan, tulad ng lokasyon at
pinagkukunang-yaman at ng mga saksi
ng kasaysayan tulad ng tradisyong oral at
mga labi ng kasaysayan
Content Standard (Grade 2, Quarter 1) Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang
komunidad
Performance Standard (Grade 2, Quarter Malikhang nakapagpapahayag/
1) nakapagsasalarawan ng kahalagahan ng
kinabibilangang komunidad

On the other hand, competencies are more specific and can be achieved in a
shorter period of time, probably in a day or a week. The learning competencies in a
quarter are consistent with the content and performance standard. Teachers can
directly lift these competencies as their unit or lesson objectives. An example of this is
a Grade 2, Quarter 1, Competency 1.1: Nasasabi ang payak na kahulugan ng
komunidad. They also have an option to develop their own objectives based on the
competencies. An example of this is Grade 2, Quarter 2, Competency 11: nasusuri and
kahalagahan ng mga pagdiriwang t tradisyon na nagbubuklod ng mga tao sa pag-

49
uunlad ng sariling komunidad. This can be broken down into more specific objectives:
1) nasasabi ang mga pagdriwang at tradisyon na ginagawa ng mga tao sa sariling
komunidad and 2). naipaliliwanag ang kahalagahan ng mga pagdiriwang at tradisyon
sa pag0uunlad ng komunidad. While teachers have the liberty to devlop objecticves,
they should ensure that these are consistent with the set standards and competencies.
In formulating instructional objectives, Bloom’s taxonomy of the Cognitive Domain is a
handy reference . Designed by Benjamin Bloom and his colleagues, it present a
hierarchical ordering of intellectual skills from the basic recall of facts to high-level
processing of information.:
Six Categories and example of objectives in elementary social studies:
A. Creating
Use information to create something new: design, build, construct, plan, produce
devise, invent.
B. Evaluating
Critically examine info and make judgement: judge, test, critique, defend, criticize
C. Analyzing
Take info a part and explore relationship: categorize, examine, compare/contrast,
Organize
D. Applying
Use information in a new (but similar) situation;
Use, diagram, make a chart, draw, apply solve, calculate
E. Understanding
Understanding and making sense out of information:
Interpret, summarize, explain, paraphrase, discuss
F. Remembering
Find or remember information:
List, find, name, identify, locate, describe, memorize, define

In planning social studies instruction, teachers should place importance in developing

student’s higher order thinking skills, represented by the upper three categories in
Bloom’s Taxonomy. One of the major criticisms of social studies education on the

50
Philippines is its emphasis on factual recall and rote memorization, which are
considered lower order thinking skills. To counter this, teachers should ensure that
instruction to produce critical and creative learners.

Classroom Environment
Students learn more when there is positive classroom environment, the reason why
teachers should also take this into account in instructional planning. They have to
ensure that they have welcoming and stimulating classroom, one where students feel
regarded and represented and at the same time excited to learn new things. They
should also foster a healthy social environment where students interact with each other
and no child is excluded. This could be done by forming collaborative groups, devising
seating arrangement, implementing a buddy system, and / or planning group activities.
A positive emotional environment should also be promoted by instilling respect toward
each other. Students should be taught to be sensitive to the need of their classmate,
and teachers should also model such behavior to their students.
A positive classroom environment can be easily achieved though the establishment
of classroom rules and routines at the start of the school year, aside promoting a
healthy social and emotional environment, this also adds structure and organization to
the instruction. Rules may be general such as “always do your best and be kind” or
specific such as “submit your requirement on time” and raise your hand if you want to
say something.” Routines, meanwhile, are efficient means of doing things in the
classroom that will avoid wasted time and behavior problems. Example of this are
falling in line before going outside, passing of papers in front instead of giving them
directly to the teacher, and getting a pass before going to the restroom. In establishing
classroom rules and routine, Price and Nelson, (2014) suggested the following
guidelines:
1. Develop and evaluate them with students;
2. Keep rules few in number so everyone can remember them;
3. Post them;
4. Refer to them often;
5. Support students in following them;

51
6. Teach the students what each rules means;
7. Acknowledge students for following them and;
8. Enforce them consistently.

Material
Another thing to consider in planning instruction is the materials. Schoenfeld and
Salsbury(2009) defined material as any item, tool, or piece of equipment used to
support the le4sson before ,during, or after instruction. This may come in the form of
visual aids (maps, photo), media equipment (LCD projector, laptop), tool (compass,
ruler), realia, (artifacts, coins), print sources (song lyrics, documents), and manipulates
(puzzles, globe).
In selecting instructional materials, Sousa (2001) recommends that teachers should
use materials that appeal to the different senses. As much as possible, the senses of
hearing, sight, and touch should be tapped since these contribute the most to learning.
Stimulating the different senses create meaningful learning experiences for the
students which can lead to a possible long-term retention of information. Because the
generation of students today are considered digital natives., infusing technology in
instruction can also aid their learning. Research proves the use of technology in the
classroom is beneficial in increasing student motivation and achievement.
Here are a number of practical considerations in the use of instructional materials:
1. Material should be ready to use and located nearby before beginning the
instruction.
2. Every student should have an equal chance to see and/or access the materials.
3. Teachers should preview the materials in order to explain difficult terms to
Students, anticipate, misconceptions, answer queries, and make meaningful
connections
4. Materials should be age-appropriate, culturally responsive, and gender sensitive.
Students
The students is the heart of the learning process. As much, they should be given
utmost consideration in instructional planning in order to effectively facilitate learning,
teachers should take into account the following in the planning process.

52
1. Students’ readiness. This refers to the ability level of a student in relation to a given
topic and skill. This can be caused by differences in their learning rate and prior
experiences. Some grade 1 students may already know how to make a timeline while
others may still be struggling in understanding chronology. Therefore, it is important
for teachers to acknowledge that students do not learn at the pace and utilize
scaffolding for those who struggle in the lesson.
2. Student interest. This is considered as a powerful motivator to engage students in
the learning process. Some students may be interested in superheroes while others
may be fascinated in cartoon characters. Capturing student’s interest is important for
them to be academically engaged and to perform well in the subject. This can be done
by identifying their interests and incorporating these in the lesson or by providing
engaging activities that will focus their attention on challenging or boring topics.
3. Intelligence Preference or learning Style. This refers to the different cognitive
inclination that a person has for learning. Some students Some students study effective
when music is incorporated in the lesson, while others learn more when they shown
charts and diagrams. Among the different theories on intelligence, the most famous is
Howard Gardner’s Multiple Intelligences. This theory suggest that students have at
least nine Intelligences - verbal, logical/mathematical, interpersonal, musical/rhythmic,
bodily/kinesthetic, visual spatial, intrapersonal, naturalist, and existentialist. . In
planning instruction, teachers should vary their approaches and strategies to be able
to tap the different intelligence preferences of the students. This is beneficial not only
in engaging the learners but also in ensuring that their different Intelligences are
harnessed and developed.
One effective way of facilitating learning in a diverse classroom is through the
use of differentiation. Fautley (2013) defines differentiation as a deliberate pedagogical
strategy by which teachers create conditions in which the curriculum is made accessible
to individual students in way which are appropriate to their needs and which allow
them to function to their fullest potential. This is done by grouping students based on
their readiness, interest, or intelligence preference. Each group is then given a different
material, task, or outcome based on their characteristics. For example, in teaching the
contribution of the 1896 Philippine revolution to nation building, students who are

53
musically inclined may be instructed to compose a jingle, those who are linguistically
intelligent may write a poem, while the artistically gifted may draw a poster. Through
this, students’ readiness, interests, and preferences are taken into account and
effectively tapped so that they will become more engaged in the learning process.
Teacher
Finally, it is important for teachers to take into account their own knowledge for
instruction to become more effective. According to Mishra and Koehler (2006), a
teacher’s knowledge is comprised of three components: content knowledge,
pedagogical knowledge, and technological knowledge.
Content knowledge refers to the teacher’s knowledge about the subject matter
that will be taught. This includes knowledge of concepts, theories, ideas, frameworks,
and established practices and approaches in the development of such knowledge. In
social studies, examples of this are knowledge of the frameworks in social sciences
such as anthropology, economics, sociology and skills in geography and historical
thinking. Such knowledge is critical since low content knowledge may contribute to the
teaching of the wrong information and the development of misconceptions among
students.
Pedagogical knowledge refers to the teacher’s knowledge about the process of
teaching and learning. This includes the understanding of the principles of learning,
classroom management, instructional approaches and strategies, and assessment
practices. Some teachers may be expert in their discipline but may lack the knowledge
and skills on how to successfully communicate the information to their students. Thus,
it is important that a teacher develops his/her pedagogical knowledge because this
greatly contributes to effective teaching and learning.
Technological knowledge is the teacher’s knowledge of and ability to use
technological tools and associated resources. This includes knowing how to use
technology such as accessing information in the internet, being aware of how to
process such information, and being able to adapt to new technologies. Given that the
learners today are considered digital natives, it is also important for teachers to possess
a considerable degree of technological knowledge.

54
 The intersection of these three knowledge components, as shown in the figure
below, produces an emergent component, the Technological Pedagogical Content
knowledge, also known as TPACK. Simply stated, this means the effective teaching of
a given subject with the use of technology. Teachers with a high level of TPACK knows
how and when technology can be used to assist instruction and when technology
should not be used because it impedes learning. They acknowledge that concepts can
be represented through technology and that pedagogical techniques also be
communicated with the use of technology. In social studies, teachers cab demonstrates
TPACK through the use of Google Maps to teach location and direction or the
employment of web games in presenting important events in Philippine history. Taking
into account the teacher’s knowledge is important not only in assessing one’s state of
current knowledge and skills but also ensuring the effective delivery of instructions to
students.

A Framework for Understanding TPACK (Misha & Koehler, 2009)

_____________________________________________________________________
Experience
Use the K to 12 Social Studies curriculum guide and do the following:
1. Give five examples of declarative and procedural knowledge that are found in the
elementary Social Studies curriculum.

55
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Choose a particular topic in Social Studies 1 - 6. Write instructional objectives that
adhere to each of the categories in Bloom’s Taxonomy of the Cognitive Domain.
Ensure that the objectives complement the given standards and competencies.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

____________________________________________________________________
Assess
I. True or False. Write T if the statement is true and F if the statement is false.
_______1. In social Studies, history is an example of procedural knowledge while
doing a timeline is an example of a declarative timeline.
_______2. Teachers may develop their own instructional objectives as long as it
adheres to the given standards and competencies.
_______3. Teachers should enforce as many rules as possible to foster a positive
learning environment.
_______4. Documentaries, maps, and puzzles are materials that can be used in the
social classroom.
_______5. Differentiation is a way of taking into account student diversity in the
classroom.
_______6. A teacher who can utilize a website in effectively teaching the concept of
population to students possesses a high level of TPACK.

56
II. Complete the Table.
Things to consider in Why is it important for How should teachers take
planning instructions teachers to consider this? this into account?

Content

Objectives

Classroom Environment

Materials

Students

Teacher

_____________________________________________________________________
Challenge
Write a reflection essay that assesses your won technological pedagogical
content knowledge (TPACK). you may refer to http://matt-
koehler.com/tpack/assessing-teachers-tpack/ for instruments that will help gauge
your level. As a future teacher, what can you do to further develop your TPACK?
_____________________________________________________________________
_____________________________________________________________________

57
_____________________________________________________________________
_____________________________________________________________________

____________________________________________________________________
Harness
Choose a particular topic in Social Studies 1 - 6. Develop an activity that will
incorporate differentiation in your instruction. Think of how you will assign to them.
1. Topic:
2. Grade Level:
3. Students’ Groups and their Assigned Content/ Task/ Outcome:

58
 MODULE 7
INSTRUCTIONAL MODELS FOR SOCIAL STUDIES

Think
Teachers adhere to an instructional model when they write their unit or lesson
plans. An instructional model serves as a general framework for the process of learning.
It is comprised of a variety of teaching strategies and a set of step-by-step procedures
that would be done to achieve the instructional goals. An instructional model may be
compatible with particular goal or content but not in another. As such, teachers need
to be familiar with the different instructional models that can be utilized in planning
effective instruction for elementary social studies.

Direct Instruction Model

Perhaps the most commonly used instructional model in social studies is direct
instruction. Also called expository learning or explicit teaching., it is defined as a
“highly-structured, teacher-centered strategy that capitalizes on such behavioral
techniques as modelling, feedback, and reinforcement to promote basic skills
acquisition” (Morrison,2000). Direct instruction requires teachers to convey facts and
details, demonstrate skills and learning, provide immediate feedback, and give guided
and independent practices to test student learning. Strategies that fall under this model
are lecturers, class discussions, and demonstration.
In a social studies classroom, the direct instruction model is commonly used when
teachers transmit content information about communities, history, government, culture
and other bodies of knowledge. Moreover, it can be used to impact skills, such as how
to read a map, or offer an explanation such as why the country is divided as how to
read a map, or offer an explanation, such as why the country is divided into regions.
Many teachers prefer direct instruction because of its efficiency. Given a wide range of
topics and a short period of time, explicit teaching allows them to cover the curriculum
and finish the scope and sequence for the whole year. It also promotes mastery since
students are given sufficient time to observe demonstrations and practice their skills
through guided and independent practice. However, it also has a number of

59
disadvantages. since this model devotes majority of the time to teacher talk, students
may tune out of the discussion, given that they have varied attention spans and
learning styles. Too much reliance on direct instruction may also stifle the teacher’s
creatively and may hamper the development of students’ higher order thinking skills.
However, many educators acknowledge that direct instruction is also vital presenting
basic facts and information that will serve as a foundation for lessons that emphasize
thinking and problem-solving.
One example of direct instruction is Hunter’s Seven-Step Model. It was
developed by Madeline Hunter who believed that this model can be adopted by any
grade level and subject. It can be done by following these steps:
1. Anticipatory Set. The teacher motivates the student by directing their attention to
the lesson. He/she may pose a question, show a video or picture, or tell a story.
2. Objective and Purpose. The teacher states the purpose and objectives of the
lesson so that students will know what they will learn and why it is useful.
3. Input. The teacher presents the lesson content through lecture, discussion, reading,
observing, and other possible means.
4. Modeling. The teacher, an invited resource person, or a member of the class
demonstrates what all students should be able to do.
5. Checking for Understanding. The teacher asks questions or requests
demonstrations from students to ensure that they understood the lesson.
6. Guided Practice. Students are asked to perform individual tasks while the teacher
roams around the classroom to ensure that they are doing it correctly.
7. Independent practice. Once all students demonstrate their knowledge, the
teacher gives them tasks which they should perform completely without the aid of the
teacher.
How do we apply Hunter’s Seven-Step Model to an elementary social studies
class? The table below illustrates an example. The topic is “Ang Aking Kwento”, the
level is grade 1, and the competency is “Nakikilala ang timeline at ang gamit nito sa
pag-aaral ng mahahalagang pangyayari sa buhay hanggang sa kanyang kasalukuyang
edad.”
Process Application

60