PLANNING

CYCLE

Jeffry M. Pamplona

INSTRUCTIONAL PLANNING

Is the ability of teacher to visualize and forecast into the future of what, why and how of the
teaching learning process.

IMPORTANCE OF INSTRUCTIONAL PLANNING

-Provides for logical sequencing and pacing lessons

-Economizes cost- time and energy

-Provides for a variety of instructional objectives

-Creates the opportunity for higher level of questioning

-Guides teachers

-Provides direction to the teachers

-Correlates instructional events

-Develop a sequence of well-organized learning experiences

-Present a comprehensive, integrated and meaningful content at an appropriate level

-Prepares pupils/students for the day’s activities

COMPONENTS OF INSTRUCTIONAL PLANNING

-The teacher’s attitudes, beliefs, orientations and teacher’s social background

-The pupils/student’s age, background, knowledge, motivational level of interest.

-The type of content that influences the planning process, textbook and other instructional materials.

-The learning content which is characterized by the subject matter guidelines

-Materials resources which include equipment/ tools for teaching

-Time frame which is considerable

PRINCIPLES OF INSTRUCTIONAL PLANNING

-To understand the rationale of the course in the context of the goals of the educational institution

-To determine what content to incorporate into the course in relation the set objectives

- To clarify thrusts of the course

-To decide on the reasonable time frame for the course

-To identify the important components of the lesson; see if they meet

-To determine the appropriate approach in view of the goals

TYPES OF INSTRUCTIONAL PLANNING

1. Course Plan- a long range teacher guide is usually called a map or course of study

2. Unit Plan- reflects a long range goals and it means of organizing various aspects of the course of the
study and serve as a basis for developing a set of related daily teaching plans and educational activities.

3. Lesson Plan- a very important tool of a teacher.

INSTRUCTIONAL

PLANNING

MODELS

OF

MOTHER

TONGUE

CHAN MARTINEZ

JOHN LOOYD CASINO

RODULLO ALJON REY NUNEZ

INSTRUCTIONAL PLANNING OF MOTHER TONGUE

LESSON OBJECTIVES:

At the end at the lesson, students are expected to:

-recall the description and meaning of the principles that govern the teaching and learning of Mother
Tongue;

- relate the principles of teaching Mother Tongue to instructional planning:

-examine instructional planning models for their merits and applicability to one’s teaching and learning
context; and

-observe Mother Tongue classes to determine and examined teaching strategies employed by
teachers/colleagues.

FOUR INSTRUCTIONAL MODEL

Instructional Model 1 Planning Mother Tongue-Based Education Programs in Minority Language

Communities (Malone, 2001)

1. Establish the learning outcomes for each subject in the program.

2. Establish the indicators for each subject in the program.

3. Develop instructional plan.

4. Develop assessment tools (portfolio teacher- administered oral reading tests, final exams, and learner
self-assessment.

INSTRUCTIONAL MODEL 2 FORWARD DESIGN LANGUAGE TEACHING (RICHARDS 2001)

1. Choose a topic for a lesson.

2. Select a resource.

3. Choose instructional methods based on the resource and the topic.

4. Choose questions/test type to

INSTRUCTIONAL MODEL 3 BACKWARD DESIGN LANGUAGE TEACHING (WIGGINS AND MCTIGHE)

1. Identify desired result.

2. Determine assessment evidence

3. Plan learning experiences and instruction.

INSTRUCTIONAL MODEL 4 TASK BASED LANGUAGE TEACHING (RICHARDS, 2001)

1. Identify target tasks need analysis.

2. Design classroom tasks.

3. Apply TBLT methodology.

4. Identify language and other demands of the tasks.

5. Follow up language
 INSTRUCTIONAL

PLANS

FOR

MOTHER

TONGUE

JABES POTRACIO

JENNEL OPENA

LESSON 4 DEVELOPING INSTRUCTIONAL PLANS FOR MOTHER TONGUE INSTRUCTION

Lesson Objectives:

At the end of the lesson, students are expected to:

Unpack the students in the curriculum guide;

Determine the nature of competencies;

Identify topic or content of instruction; Select assessment strategies; and

Plan learning experiences.

Instructional Materials Needed: Mother Tongue Curriculum Guide

II. ANALYZE

Apparently, the curriculum guide serves as teachers’ blueprint for planning and designing the
curriculum. It should not be taught as is. It contains standards which are broad guidelines for student
achievement. It will be your job to interpret these standards using unpacking strategies.
 Unpacking means extracting the component knowledge and skills required by a standard in order to
understand the learning expectations and can clearly articulate those expectations to students and
parents. Unpacking serves three purposes: (a) to establish focus of standards and competencies, (b) to
link standards, competencies, and teaching, and (c) to contextualize teaching.

Step 1. The first step in the figure involves analysis of the standards. Standards articulate what a student
should be able to know, understand, and do by the end of the year, and they set equitable benchmarks
across classrooms and schools.

Read the discussion below on the various types of standards stipulated in the curriculum guide.

CONTENT STANDARD

•Answer the questions, “what do students want to know, be able to do, and understand?”

•Defines what students are expected to know (Knowledge: facts and information), and what they should
be able to do (process or skills) with what they know

•The meanings or understanding that they construct or make as they process the facts and information

PERFORMANCE STANDARD

•Answer the question, “what do we want students to do with their learning or understanding?” and
“how do we want them to use their learning or understanding?”

•Defines the expected proficiency level •Products and/or performances as evidence that students can
transfer or use their learning in real-life situations.

TYPES OF STANDARD

LEARNING AREA STANDARD:

(This defines the broad outcomes for MIB-MLE learning area.)

Example: Use Mother Tongue appropriately and effectively in oral, visual, and written communication in
a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other
content subjects and languages, demonstrate appreciation of various forms of literacy genres, and take
pride in one’s cultural heritage.

KEY STAGE STANDARD

(This defines the specific outcomes for key stages such as K-Grade 3, Grades 4-6, and Grades 7-10.)

Example: K-Grade3- by the end of Grade 3, students will enjoy communicating on their first language on
familiar topics for a variety of purposes and audiences using basic vocabulary and phrases read 11 texts
with understanding, and create their own stories and text in their 11.
GRADE LEVEL STANDARD:

(This defines the specific outcomes for the language domains in each Grade level.)

Example: Kindergarten- the learner demonstrates skills and strategies in phonemic awareness, alphabet
knowledge, sound-letter correspondences, decoding, vocabulary, and comprehension as they enjoy
listening and responding to a variety of texts in their Mother Tongue.

Step 2. Examine the competencies by determining the target language domain.

The five macro skills (reading, listening, speaking, writing, and viewing) are further categorized into 12
domains in the MTB-MIF curriculum

Oral Language (OL)

Phonological Awareness (PA)

Book and Print Knowledge (BPK)

Phonics and Word Recognition (PWR)

Fluency (F)

Composing ©

Grammar Awareness (GA)

Vocabulary and Concept Development (VCD)

Listening Comprehension (LC) Reading Comprehension (RC)

Attitude towards Reading (ATR)

Study Skills (SS)

STEP 3: Determine the nature of competencies (Knowledge, Skills and Values)

The target of competency maybe knowledge (conceptual and factual understanding), skills (ability to
perform or demonstrate linguistic skills and activities), and values (appreciation for language,
development of right attitudes and dispositions).

Competency:
Talk about oneself and one’s personal experiences (family, pet, favorite food)

Language Domain:

Oral Language (OL)

Nature:

Skill

STEP 4: DETERMINE THE TOPIC OR CONTENT AND TIME ALLOTMENT

The target competency contains specific topic or lesson. The first column of the curriculum guide
“Quarter/Week/Theme” provides clue to the topic at hand.

Competency:

Talk about oneself and one’s personal experiences (family, pet, favorite food)

Language Domain:

Oral Language (OL)

Nature:

Skill

Topic:

Talking about oneself and other topics

The curriculum guide provides the minimum standard for the Filipino learners. The time allotment in the
first column of the curriculum guide proper also serves as the minimum duration of learning the topic.
Our learners may acquire or develop the target competency much ahead of the expected time.

STEP 5: SELECT ASSESSMENT STRATEGIES

The most important principle to remember when selecting assessment strategies is constructive
alignment. It is the coherence among the learning outcomes, assessment, and learning experiences in an
educational program.

STEP 6: PLAN LEARNING EXPERIENCES.

MAKE SURE TO MATCH THE LEARNING ACTIVITIES WITH LEARNING OUTCOMES

Target Competency:

•Recognize that printed text has meaning

•(Focus on Whole Language/Meaning)

•Recognize letters of the alphabet, tone marks, and other language features (Focus on Parts of
Language/Accuracy)

Learning Activities/Experience:

•Look at pictures of familiar scenes and say what they mean

•Take part in Shared Reading Activities.

•Use books independently, turn pages in correct order, pints to and talks about picture

•Read short simple stories with picture

•Read/say the sound of letters in isolation

•Read/sound out short words in isolation.

•Write the letters of the alphabet

•Read and write own name correctly

THE

MACRO

SKILLS

OF

COMMUNICATION

ANNALYN VIBAR
JERALD NEGRETE

References:

According to Journal articles on the topic ‘Macro-skills’ Knowledge in four macro-skills (i.e., listening,
speaking, reading, and writing) are needed by learners for effective communication. The consistent
search for improvement on these macro-skills helps promote self-development, effective communication
and success in many different environments and context.

OBJECTIVES

Define different macro skills of communication

• Discuss the macro skills of communication

SLIDE 1: The macro skills of learning • The four macro skills of communication are listening, talking,
reading, and writing. This is true for essentially any language.

SLIDE 2: MACRO SKILLS ARE LISTENING Active listening is considered the most effective because the
listener is not only listening with interest but actively acknowledging listening by brief responses.

SPEAKING

Speaking can be intimidating experience, even in your native language, let alone when learning of a new
language.

READING • children can learn to read by first learning ABCs and sounding of letters to discover what
sound they make .The phonetic approach to reading using sound unit to figure out of the words is
arguably the best approach .

WRITING • Writing is perhaps the most complex of the communication skills and takes the most time to
master as with any other skills
Slide 3:

Competitive competences Communicate language teaching involves developing language proficiency

through interactions embedded in meaningful contexts.

LINGUISTIC

Understanding and using vocabulary language conversations (grammar, punctuation and spelling Syntax
(eg.sentence structure)

STRATEGIC

Having awareness of social rules of language non-verbal behaviors, cultural references.

DISCOURSE

Understanding how ideas are connected through patterns of organization, cohesive and transitional
devices. Own knowledge Based from our report we need to understand how macro skills are important
especially to children they need to understand different macro skills for learning to enhance their self-
confidence for effective communication.

Own knowledge Based from our report we need to understand how macro skills are important
especially to children they need to understand different macro skills for learning to enhance their self-
confidence for effective communication.
TEACHING

FOR

MEANING

AND

ACCURACY

APRIL NEO

ANGELA SALLAN

JOHN DENCEL PERALTA

TEACHING FOR MEANING AND ACCURACY

SLIDE-1

Importance of meaning and accuracy

-meaning: focus on understanding concepts rather than rote memorization.

ACCURACY: provide correct and reliable information to students.

-by emphasizing both meaning and accuracy we empower students to think critically and apply
knowledge affectively.

SLIDE 2: STRATEGIES FOR TEACHING MEANING

-a real -life examples: relate concepts to student experiences to understanding.

-encourage questioning: promote curiosity to deepen understanding and challenge assumptions.

-foster collaboration: engage students in discussions.

SLIDE-3 STRATEGIES FOR TEACHING AND ACCURACY

-utilize reliable resources: encourage students to verify information from credible sources.

-fact checking exercises: teach students how to verify information independently.

-prompt critical analysis: encourage students to scrutinize information using evidence and logical
reasoning.

SLIDE-4: BLENDING MEANING AND ACCURACY

- Scaffold learning: start with building a strong foundation of accurate information and gradually
introduce complex ideas for deeper understand the relevance and application of knowledge.

-incorporate critical thinking: engage students in analyzing and evaluating information for both meaning
and accuracy.

SLIDE-5: ASSESSING MEANING AND ACCURACY

-design assessments that go beyond rote memorization

-assess student’s ability to apply knowledge in real life scenarios

- include opportunities for student to evaluate the accuracy of information.

SLIDE-6: IMPLEMENTING TECHNOLOGY

- explore online data bases and resources.

- use educational apps and plat forms to engage students in interactive learning experiences.

-leverage technology for collaborative activities and discussions.

IMPORTANCE OF TEACHING FOR MEANING AND ACCURACY

1. Understanding concepts: when teaching for meaning, the focus is on helping students understand the
underlying concepts and principles rather than just memorizing information.
2. Long term retention: when students understand the meaning behind, what they learn, they are more
information for longer periods of time.

3. Higher order thinking skills: teaching for meaning promotes higher order thinking skills such as
analysis, synthesis, and evaluation.

4. Avoiding misconceptions: teaching for accuracy help to address and correct student misconceptions
by ensuring accurate and reliable information is provided, teachers can prevent the propagation of false
or misleading ideas.

5. Promoting creativity: when students understand the meaning and accuracy or the content, they are
better equipped to think critically and creatively this allows them to explore alternative perspectives.

Teaching for Meaning and accuracy

Melone (2001) compared the three teaching methods that are commonly used in the teaching language
in the early years this methods includes:

Part to whole

Whole to part

Balance methods

Part to Whole

A teaching methods which instruction begin with the most basic unit of language learning and works up
to more complex of language learning

More attention is given to skill development through drills and less attention is given to constructing
meaning through language

Whole to part

A teaching methods that emphasize the importance of the learners understanding of context in which
the language used
This teaching methods emphasize the importance of meaning construction in the learner use of his her
language

Balance methods

When you teach the language macro skills of listening speaking reading writing and viewing you are
responsible for helping the learners build the competence in using these macro skills meaning fully and
accurate

According to Malone a balance teaching method allows learning to successfully learn language.

REFERENCES

https://www.globalpartnership.org/content/mother-tongue-instruction

https://www23.statcan.gc.ca/imdb/p3Var.pl?Function=DEC&Id=34023#:~:text=Definition,is%20the
%20second%20language%20learned.

https://unesdoc.unesco.org/ark:/48223/pf0000161121

https://documents1.worldbank.org/curated/en/527021468104056444/pdf/
563290PUB0Box31guage0of0Instruction.pdf

https://files.eric.ed.gov/fulltext/EJ1178270.pdf

https://www.researchgate.net/topic/Mother-Tongue/publications.
MEMBERS:

1.JEFFRY PAMPLONA

2.APRIL NEO

3.ANGELA SALLAN

4.ALJON REY RODULLO

5.JERALD NEGRETE

6.JOHN DENCEL PERALTA

7.CHRISTIAN MARTINEZ

8.ANALYN VIBAR

9.JABES PATRICIO

10.JENNEL OPEÑA

11.JOHN LLOYD CASIÑO