Instructional Planning and Development

Frameworks:
A B

• Select a topic from the curriculum • Select standards that the OBE-students need to
know

• Design instructional activities • Design an assessment through which students will

have an opportunity to demonstrate those things

• Design assesment • Decide learning opportunies that will allow

students to learn those things and plan
appropriate instruction to assure that each student
• Give grade and feedback has adequate opportunities to learn

• Use data from assessment to give feedback,

• Move on to new topic reteach or move to the next level.
 Framework A: Framework B:
• Doesn't have standards • Standard-outcome-and
• Doesn't have objectives/outcomes competency-based
• Merely selecting topic from • Aligned to OBE(outcome-based
curriculum education) and UBD(understanding
• Traditional framework of planning by design)
instructions
•
• Doesn't have direction
• The flow is:
• Select a topic
• sequence
• think of learning activities
 OBE: Identifying
desired
• Design down outcomes
• Determine first the learning targets or the learning

outcomes before designing instruction

Determining Deciding on
• Focused on outcomes assessment strategies
measures and
• Student centered approach
for the methodologi
• Once the intended outcomes are clear, teachers achievemen es to achieve
of those
now design instruction
outcomes outcomes
• Must be aligned to learning outcomes, learning

activities and assessment tasks.

OBTL Illustration
 UBD
• Backward design
• Same first step in OBE: Identify results followed by determining
assesment evidence
• Standard-based framework is aligned to backward design and
design down
• UBD is called as “backward design” because you think of
assessment right after you have set the learning target/outcome not
after you have done your instructional plan.
INSTRUCTIONAL PLAN
ONE DETAILED LESSON PLAN

It presents both teacher's and students activities.

It contains a specific game plan of what you wanted to cover for that particular period.
It presents the expected routines, lesson proper and activities
Questions and answers are written.
It serves as the teacher’s “roadmap” for a lesson

TWO SEMI-DETAILED LESSON PLAN

It's a less intricate way of making an instructional plan.

It has a general game plan of what you wanted to cover for that subject
Procedures or steps to be used are written.
Elements of instructional plan Detailed Lesson Plan (DLP)

I. Objectives
a) Content Standards
b) Performance Standards
c) Learning Competencies

II. Content /Subject matter

A III.

IV.
Learning Resources

Procedures
a) Before the Lesson
b) During the Lesson
c) After the Lesson

V. Assignment (optional)

VI. Remarks

VII. Reflections
I. Objectives:
“ SMART”:
S- specific State the purpose of the whole lesson. Statement itself should
M- measurable answer what students wiull be able to to do by the end of the
A- attainable lesson.
R- relevant
T- time-bound

ONE Cognitive

TWO Affective

THREE Psychomotor
COGNITIVE DOMAIN:
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
CITE DESCRIBE APPLY ANALYSE ARRANGE ASSESS
DEFINE DISCUSS ASSIGN APPRAISE ASSEMBLE CHECK
GIVE EXPLAIN DEMONSTRATE CALCULATE COLLECT CHOOSE
LABEL EXPRESS DRAMATIZE CATEGORIZE COMBINE CRITIQUE
LIST IDENTIFY EMPLOY COMPARE COMPOSE DISCRIMINATE
MATCH LOCATE ILLUSTRATE CONTRACT CONCLUDE ESTIMATE
NAME RECOGNIZE INTERPRET CRITICIZE CONSTRUCT GRADE
RECALL REPORT OPERATE DEBATE CONCLUDE INSPECT
RECORD RESTATE PRACTICE EXAMINE FORMULATE MONITOR
RELATE TRANSLATE SKETCH EXPERIMENT DETERMINE VALUE
TELL USE DIFFERENTIATE DIAGNOSE RESEARCH
UNDERLINE SCHEDULE DISTINGUISH DISSECT REVISE
WRITE INSPECT EXAMINE SCORE
INVENTORY SET UP RANK/RATE
SOLVE PLAN SELECT
Affective domain:
The third category of affective domain encompasses attitudes, appreciations, values,
and emotions – although highly important in education, the hardest to assess the
student. The levels of affective domain form a continuum from simple awareness and
acceptance to internalization, as attires become part of an individual’s practicing value
system.

RECEIVING RESPONDING VALUING ORGANIZING CHARACTERIZING

LISTEN TO REPLY ATTAIN ORGANIZING BELIEVE

PERCEIVE ANSWER ASSUME SELECT PRACTICE
BE ALERT TO FOLLOW ALONG SUPPORT JUDGE CONTINUE TO
SHOW APPROVE PARTICIPATE DECIDE CARRY OUT
TOLERANCE OF

OBEY CONTINUE IDENTIFY

Psychomotor domain:
The second category for grouping instructional objectives is psychomotor domain. It
encompasses the skills that require the use and coordination of skeletal muscles.
Psychomotor behaviors are easier to observe, describe, and measure than cognitive
or affective behaviors.

ASSEMBLE DIAGRAM IMPLEMENT PACKAGE REFILL SKETCH

ATTACH DICTATE INSPECT PERFORM REGULATE SORT
BALANCE DIRECT INSTRUCT PLANT RENOVATE SPLICE
BUILD DISMANTLE INTERVIEW POSITION REPAIR STRATIFY
CALIBRATE DOCUMENT LIFT PREPARE RETRIEVE TERMINATE
CLEAN EDIT LINE PROGRAM SAVE TRANSFER
CODE DUPLICATE LOAD/RELOAD SIMPLIFY TRIM
COLLECT GATHER MIX SEPARATE
II: Subject Matter
• It has topic, references, and materials.
• Value integration and strategies are optional
• It must state the specific topic

III: Learning Resources

• refer to the objects or tools that serve as instructional aids for particular
subject.
• Usually books, visual aids, internet websites, laboratory equipment etc.
IV: Procedure

• This part shows the learning activities.

• Teachers may utilize procedures that are generally recognized and accepted in
their field of specialization.
• The procedure will also depend on instructional strategies and methods that a
teacher will use to teach the lesson.
• Flexibility is encouraged in the implementation of the DLP procedure.
• Changes in the procedure are allowed based on time constraints or when
adjustments in teaching are needed to ensure learners’ understanding.

This part includes the routine activity, motivation, lesson proper, generalization
and application
V: Assignment (optional)

VI: Remarks:
• Part of the DLP in which teachers shall document specific
instances that result in continuation of lessons to the following
day in case of:
a) reteaching
b) insufficient time
c) transfer of lessons to the following day as a result of class
suspension, etc.
VII: Reflection
• This part of the DLP should be filled-out right after delivery of the lesson.

• Teachers are encouraged to think about their lessons particularly the parts that went well
and the parts that were weak and write about it briefly.

• In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented, need improvement, or
could be adjusted in the future.

• As in the DLL, teachers can also talk about their learners who did well in the lesson and
those who need help.
DAILY LESSON LOG (DLL) AND
DETAILED LESSON PLAN (DLP)

Who are required to prepare a DLL/DLP?

• Teachers with at least one (1) year of teaching experience, including
teachers with private school and higher education institution (HEI)
teaching experience, shall not be required to make a Detailed Lesson
Plan (DLP).

• Teachers who have been in the service for at least one (1) year, handling
learning areas with available LMs and TGs provided by the Department
shall not be required to prepare a DLP. ----Instead, they shall be required
to fill out a weekly Daily Lesson Log (DLL).
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THANK YOU FOR YOUR ATTENTION!