Content Standard

Performance Standard

Competencies Blooms Taxonomy Knowledge Dimension

Analysis:
 INSTRUCTIONAL FRAMEWORK for 21st CENTURY LEARNERS

TASK 1: Lesson Planning

DIRECTION: Think of one lesson / topic in the subject that you handle last
school year. You may use your syllabus to identify an outcome (product or
process) that you would like to make and come up with (this serves as your
outcome statement). Determine the instructional activities that your students
supposed to accomplish the require an outcome. Use the table below as your
guide.

Lesson/Topic/s

Expected outcome (Product and

Performance)

State of Outcome

Enabling Objectives

Instructional Activities
 Task 2: Tools of FUTURES Thinking and Foresight

Your task is to select 1 “tools of futures thinking and foresight” that

you can use in your discipline. Write the process on how you can
use this “Tool” in teaching one topic in your discipline. Using the
GRASP MODEL, create a task that will develop futures thinking and
foresight of the learners. Present your work in MS PowerPoint. Be
ready to present your work later. Use the space below in creating an
activity using GRASPS Model anchoring on the Futures Thinking
and Foresight.

G Real-world Goal

R Real-world Role

A Real-world Audience

S Real-world Situation

P Real world Products or Performances

S Standards

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TASK 1: TEACHING MODELS INVENTORY

DIRECTION: Rank the following MODELS of teaching as these are used in

your subjects. Write the course name on the space provided.

Grade Grade Grade Grade Grade Grade

1 2 3 4 5 6
Behavioral Model

(Direct Instruction,
Mastery Learning)

Information
Processing Model

(Inquiry, Concept
attainment, intellectual
development)

Personal Model

(Facilitative Teaching
Synectic)

Social Interaction
Model

(Cooperative learning,
role playing)

Insights:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

TASK 2: INSTRUCTIONAL STRATEGIES INVENTORY

DIRECTION: Rank the following of INSTRUCTIONAL STRATEGIES as these

are used in your subjects. Write the course name on the space provided.
Grade Grade Grade Grade Grade Grade
1 2 3 4 5 6
DIRECT

(Structure overview,
mastery lecture, drill and
practice, demonstration,
guides for reading)
INDIRECT

Problem solving, case

studies, Inquiry, reading
for meaning, reflective
discussion, concept
mapping)
INTERACTIVE

(debate, role playing, lab

group, tutorial,
brainstorming)
EXPERIENTAL

(Field trips, Simulation,

Experiments, Games, role
playing, field observation,
model building, surveys)
INDEPENDENT STUDY

(CAI, Essay Report,

Homework, research
project, Learning centers)

INSIGHTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

TASK 3: RECALLING YOUR INSTRUCTIONAL STRATEGIES

DIRECTION: Your task is to recollect your instructional strategies in one of the

course you have handled in SY 2021-2022. Classify them according to direct,
indirect, experiential, interactive and independent. Indicate restricting factor/s
that prevented you from doing other instructional strategies. Share your report
to your colleagues.

Subject Handled last School Year

Nature of the subject handled Content:
Skills:
Instructional Activities Undertaken Classification (Put a check mark)

Direct: _______
Indirect: _______
Experiential: _______
Interactive: _______
Independent: _______

Restricting factors for the use of Active Learning Strategies:

INSIGHTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TASK 4: EXIT MAPPING GRID

DIRECTION: As a department, you are to prepare your program

mapping grid that will identify the soft skills emphasis in every
course in the discipline. Soft skills are currently labeled in your
existing course syllabi as” Graduate Attributes’ and are expressed
in terms of the “value aims” of each course. Your task is to identify
and prioritize the 21st century skills that you wish to develop in
your students as they progress in the course. The level of emphasis
maybe coded as 3= to a large extent; 2= to some extent;1-=to a little
extent.

Grade Level CR PS CT DML COM COL ICT IL CIT LC PSR

E
CODES:
3= To a large extent
2= To some extent
1= To a little extent

Legend:
CRE- Creativity; PS- Problem Solving; CT- Critical thinking; DML-
Decision Making and Learning, COM- Communication; COL- Collaboration,
ICT- Information, Communication Technology; IL- Information Literacy; CIT-
Citizenship, LC- Life and Career, PSR- Personal and Social Responsibility.