Important Points to

Remember in Planning
and Organizing
Instruction
1. Our daily teaching-learning is supposed to
contribute to the realization of the vision
statement of the department.

2. Your teaching-learning must be aligned to your

schools’ vision and mission and to that of DepEd.
3. Consider the Philippine Qualification
Framework (PQF), that describes the knowledge,
skills and values of Philippine graduates at
different levels in the Philippine Educational
System.
The grade 10 graduate must be able to
demonstrate;

a. Knowledge across a learning areas with core

competencies in communication, scientific,
critical and creative thinking and the use of
technologies.
b. Have an understanding of right and wrong, deep
respect for self others and their culture; and the
environment.

c. Apply foundational knowledge, skills and values in

academic and real life situations through round
reasoning, informed decision-making and the
judicious use of resources.
d. Apply skills in limited situations with close
supervision.

The grade 10 student must have obtained

at least National Certificate 1 from Technical
Education Skills Development Authority
(TESDA).
At the end of Grade 12, the graduate must be able
to demonstrate more knowledge and skills with a
higher degree of independence. The qualifications
are;
a. Knowledge across a learning areas and technical
skills in chosen career tracks with advanced
competencies in communication, scientific, critical
and creative thinking and the use of technologies.

b. Have an understanding of right and wrong,

deep respect for self others and their culture; and the
environment.
c. Apply functional knowledge, technical skills and
values in academic and real life situations through round
reasoning, informed decision-making and the judicious
use of resources.

d. Apply skills in varied situations with minimal

supervision.
the implications of
these qualifications
to our teaching-
learning L
O
G
O
4. The grade level standards are made more
specific in the content standards and performance
standards per quarter or grading period which are
in turn broken down into learning competencies.
5. Our instructional planning is supposed to
begin with a study of the K to 12 Curriculum
Guide for the subjects that we teach,

it gives direction and focus to your lesson,

it will also familiarize you with the scope
and sequence of what are you supposed
to plan and organize.
6. Which instructional plan are you going to prepare
depends on what your school requires. It may be a unit
plan or a lesson plan or both. The unit plan is more
comprehensive than the lesson plan.
7. Apply all the principles of teaching and learning
that you have learned in Principles of Teaching 1 and
the research-based instructional strategies
 Guiding Principles upon
which the K-12 Curriculum
Guide was developed
a. Include appropriate strategies that promote student
learning, active engagement, manipulation and testing
of ideas.

b. Include cultural integration.

c. Students are asked to engage critical thinking and
problem solving as appropriate to prior knowledge,
styles and interests.

d. Engage students in both individual and group learning

based on personal interests.
e. Include variety and accommodations for
learning styles, and multiple levels of
development.

f. Include activating prior knowledge,

anticipating preconceptions, exploration and
problem solving, and new skill building.
8. Always begin with the end in mind.

Competencies-
Enabling
Objectives
9. Do assessment to ensure learning
10. Give your students opportunity to assess themselves.

11. You teach two types of knowledge, Declarative and

Procedural knowledge.
Declarative knowledge can be assessed by paper-and-
pencil tests (traditional assessment), and Procedural
Knowledge can be assessed only by performance tests
or by presentation of product (authentic assessment.
This means that for assessment of learning you make
use of a balance of traditional and authentic forms of
assessment.
Effective monitoring of a students’ progress
should incorporate many assessment tools and
processes, including these:

a. Tests and quizzes with constructed-response

items, rather than exclusive use of response
items.
b. Reflective assessments

c. Academic prompts that clearly specify performance

task elements, such as formats, audience, topic and
purpose.
d. Culminating assessment projects that allow for
students choice and independent application.

13. Don’t forget that part of instructional planning is

utilization of assessment results.