GUIAN DALE GARCIA

PRINCESS JANE DEQUIÑA

LYKA JOY MAYAM
◦ Components of instructional material

Planning instruction is a complex process requiring knowledge of planning components such as

what to teach, how to teach, and how well the students should know the content after the lesson.

Planning also involves consideration of any influences (physical, emotional, psychological,

social, and technological) that may affect student learning. Effective instruction does not only
entail coming to class and delivering a lesson; it entails helping students progress from one place
to another in their understanding and ability to do certain things (Teach for America, 2010).
◦ Through formulating effective plans, constantly monitoring student progress, engaging in
critical thought and reflection, and adjusting their plans to be most effective, teachers move
their students' content and performance mastery to the next level. This unit aims to sharpen
your knowledge and skills necessary to engage in this process of instructional planning.

QUESTIONS TO CONSIDER IN MAKING OUR INSTRUCTIONAL MATERIALS

 What learning activities will enable the students to acquire target knowledge, and
develop target skills and competencies?
 How much time will each activity require?
 What are the interests and learning preferences of the students?
 What are the criteria for success?
 How well should the students know the content after instruction?
 How will the student outputs be graded?
 What do students already know about the topic?

Robert Gagne
a renowned educational psychologist, who developed the “Nine Events of Instruction”
which has guided trainers and educators in designing instruction for trainings and
classroom-based teaching.

Nine Events of Instruction

1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to
capture their attention.

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and individual lessons to help them
understand what they are expected to learn and do. Provide objectives before instruction begins.

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they already know or
something they have already experienced.
4. Present the content
Use strategies to present and cue lesson content to provide more effective instruction. Organize
and group content in meaningful ways, and provide explanations after demonstrations.

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In other
words, help students learn how to learn.

6. Elicit performance (practice)

Have students apply what they have learned to reinforce new skills and knowledge and to
confirm correct understanding of course concepts.
7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to allow
students to identify gaps in understanding before it is too late.

8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated course
objectives.

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course
concepts to potential real-world applications.