PARTS OF LESSON PLAN

What are the MAJOR PARTS OF LESSON PLAN?

I. OBJECTIVES
II. SUBJECT
. MATTER
III. PROCEDURE
IV.EVALUATION
V. ASSIGNMENT
 I. OBJECTIVES

At the end of the 60-minute lesson, the students should be

able to:
- figure out sentences to identify subject-verb agreement
errors; .
- construct sentences with appropriate verb forms through
physical activity; and
- recognizing the importance of proper grammar and syntax in
conveying meaning effectively.
 PARTS SUBJECT MATTER

A. TOPIC
B. REFERENCE
.
C. MATERIALS
D. VALUES INTEGRATION
 II. SUBJECT MATTER

a. Topic: Basic Rules of the Subject-Verb Agreement

b. Reference: Subject-Verb Agreement rules and examples.

BYJUS.
. https://byjus.com/english/subject-verb-agreement/

c. Materials: Laptop, Projector, Projector Screen

d. Values Positive Relationships with others

Integration:
 III. PROCEDURES

A.ROUTINE ACTIVITIES
.
B.MOTIVATION
C.LESSON PROPER
D.GENERALIZATION
E.APPLICATION
 III. PROCEDURES

A.ROUTINE ACTIVITIES
a. PRAYER
b. GREETINGS
c. FOOD OF
. THOUGHT
d. CLASSROOM MANAGEMENT
e. ATTENDANCE
f. DRILL
g. REVIEW
INSTRUCTIONAL
DESIGN
LEARNING OBJECTIVES

At the end of this presentation, learners will be able

to:

 Demonstrate an understanding of Gagne’s Nine

Events of Instructions framework;

 Articulate a comprehensive understanding of

Bloom’s Taxonomy in crafting instructional
design; and

 Explain its significance in designing effective

learning experience.
 Instructional Design

Gagne's Nine Events

CONTENTS of Instructions

Bloom's Taxonomy
and Associates
INSTRUCTIONAL DESIGN

Instructional design is the systematic process of

creating educational experiences that facilitate
learning.

It involves analyzing learners' needs, designing

instructional materials and activities, implementing
teaching strategies, and evaluating the
effectiveness of the learning experience.

The goal is to ensure that learners acquire

knowledge and skills efficiently and effectively.
GAGNE'S NINE EVENTS
OF INSTRUCTION
Robert Gagne

Robert Mills Gagné (August 21, 1916 – April 28, 2002) was an
educational psychologist who created a nine-step process called
the events of instruction---a systematic approach in teaching.

Gagné developed his model after observing the thought

processes of adults when they were presented with mental
challenges.

He focused on how people were able to achieve specific

learning goals and created instructional events to help them
attain those objectives.
 Garners Nine Events of
Instruction

GAIN ATTENTION PROVIDE LEARNING GUIDANCE

INFORM LEARNERS OF OBJECTIVES ELICIT PERFORMANCE

STIMULATE RECALL OF PRIOR

PROVIDE FEEDBACK
LEARNING

PRESENT STIMULUS ASSESS PERFORMANCE

ENHANCE RETENTION AND TRANSFER

1. GAIN ATTENTION

This event aims to capture learners' interest and

focus at the beginning of a lesson or instructional
session.

This event acknowledges the importance of

engaging learners from the start to create an
environment conducive to learning.
 STRATEGIES TO
GAIN ATTENTION

STORYTELLING MULTIMEDIA
Start with a captivating story 01 02 Incorporate multimedia
or anecdote related to the elements
topic Videos, images, audios or
animation

INTERACTIVE PROVOCATIVE
ACTVITIES 04 03 QUESTIONS
Begin with hand-on activities pose question that stimulate
or demonstration curiosity
 STRATEGIES TO
GAIN ATTENTION

USE OF PROPS 05 06 HUMOR

Introduce props or physical Start with a light- hearted
objects related to the content joke or humorous anecdote

SUPRISING
VISUAL STIMULI
FACTS OR Display striking visual or
STATISTICS 07 08 graphics
begin with interesting facts
or statistic related to the
topic
2. INFORM LEARNERS
OF OBJECTIVES

This step is crucial because it sets

clear expectations for what learners
will be able to achieve by the end
of the instructional session.
 HOW TO COMMUNICATE

LEARNING OBJECTIVES

S.M.A.R.T 01 02 USE ACTION

Should be clear, concise,
avoid ambiguity and vague WORDS
terminology Action verb that describes
the desired learner behavior

PROVIDE REPEAT AND

CONTEXT 04 03 REINFORCE
Communicate learning objectives at
help learners understand the the beginning of the instruction and
relevance and importance of reinforce them throughout the
the objectives session
 3. STIMULATE
RECALL OF PRIOR
LEARNING

This event is important because it helps

learners connect new information to their
existing knowledge and experiences,
facilitating deeper understanding
and retention
 TECHNIQUES TO
STIMULATE RECALL

ASK QUESTION 01 02 ACTIVE SCHEMAS

Activate learners existing mental
Pose questions that prompt learners
frameworks or schema by providing
to recall relevant information or
analogy, metaphors, or real world
experiences related to the topic/
examples.

USE ADVANCE INTERACTIVE

ORGANIZERS
Introduce advance organizers or
conceptual frameworks that provide
an overview
03 04 ACTIVITIES
Engage learners in interactive activities
such as brainstorming, concept mapping,
or group discussion that requires them to
draw their prior knowledge
 TECHNIQUES TO
STIMULATE RECALL

PERSONAL 05 02
REFLECTION
Encourage learners to reflect
on their own experiences, REVIEW PRE-
opinions, observation
REQUISITE MATERIALS
Review concepts or skills that serve as a
prerequisites for the new materials,
04 06 refreshing learners memory and
providing refresher before introducing
new content.
 4. PRESENT THE
CONTENT

involves presenting the stimulus,

which refers to delivering the
instructional content in a structured
and organized manner.
 STRATEGIES FOR
CONTENT
PRESENTATION
CHUNKING VARIETY OF
APPROACH FORMATS
Break down into smaller, 01 02 Present content with various format
manageable chunk to make it easier including video, audio, text, images
for learners to process and
understand.

DEMONSTRATION 03 04
04
INVESTIGATORY LECTURE/DISCUSSION

STORYTELLING 05 MULTIMEDIA
06
 CONSIDERATIONS
FOR DIFFERENT
LEARNING STYLES

Visual Learners 01 02
Auditory Learners

Kinesthetic Learners 04 03 Read/Write Learners

5.PROVIDE LEARNING
GUIDANCE

This event involves offering support

and direction to learners to help
them understand the instructional
content effectively.
 IMPORTANCE OF
GUIDANCE AND SUPPORT

Promotes
Clarifies Complex
02 engagement
Concepts 01 Learners are more likely to stay
guidance and support help learners engaged and motivated when they feel
navigate through complex or abstract supported and guided through the
concepts. learning process---leads to
participation.

Facilitates Progress
Provide learners with clear path, helping them 04
progress effectively and systematically.
Address Individual
Needs
03 Different learners may require varying
levels of guidance and support based on
their prior knowledge. Tailor support to
individual needs to ensure learners can
succeed.
 EXAMPLE OF LEARNING
GUIDANCE TECHNIQUES

Modeling Scaffolding
Demonstrate a task or concept, provides temporary support and
providing a clear example 01 02 structure to help learners master a
complex task.

Prompting 03
Feedback
Provides cues or prompts to help 04 Highlight strengths and area of
learners recall information, or solve a improvement.
problem.

05 06
Guided Practice Graphic Organizer
Guides learners through structured practice Provide visual tools such as concepts or maps,
activities. diagram, or chart.
 6. ELICIT
PERFORMANCE

This event involves providing learners

with opportunities to actively demonstrate
their understanding of the instructional
Materials by engaging in relevant activities
or tasks.
 IMPORTANCE OF
ACITVE PARTICIPATION

Case Studies Simulation

Present learners with real life scenarios Use simulations or role-playing to
or case studies that requires them to
apply their knowledge and problem- 01 02 immerse learners in realistic situations.

solving skills to analyze and propose

. solutions
Group Projects
Hands-on Activities 03 04 Collaborative projects or group
assignment to work together to achieve
Lab exercises, hands-on activities
common goal and foster teamwork.

Problem-based
Role-Playing 05 06
learning
 7. PROVIDE
FEEDBACK

This event involves offering learners

constructive feedback on their performance
to reinforce learning, guide improvement,
and promote mastery of the material.
 TYPES OF FEEDBACK
AND THEIR IMPACT

Positive Corrective
Reinforcement 01 02 Feedback
Praise and acknowledge of correct Guidance on errors or misconception
responses or effort reinforce desired helps learners identify and correct
behavior and boost their confidence. mistakes to improve learning.

Formative
Descriptive 03 04 Feedback
Feedback 05 Ongoing feedback throughout the
Specific feedback and detailed
feedback about what they did well and
Summative learning process helps learners
track their progress, adjust their
areas for improvement
Feedback strategies, and make continuous
improvement.
At the end of the task or assessment summarizes
overall performance.
 8. ASSESS
PERFORMANCE

This event involves evaluating

learners' performance to determine
the extent to which they have
achieved the learning objectives or
mastered the instructional material.
 TYPES OF
ASSESSMENT METHOD

Formative Summative
Assessment 01 02 Assessment

Diagnostic Performance
Assessment 03 04 Assessment
Self- Peer
Assessment 06
05
Allow learners to reflect on their own learning
Assessment
Involves learner evaluating and providing
progress and performance, identifying strength
feedback to peers work or performance.
and areas for improvement.
 9. ENHANCE
RETENTION
AND TRANSFER

.
This event focuses on strategies to
promote the long-term retention of
learned material and the transfer of
knowledge and skills to real-world
contexts.
 STRATEGIES TO PROMOTE
LONG-TERM RETENTION
AND TRANSFER OF LEARNING

Spaced Practice Interleaved

Distribute learning sessions over time
02
rather than cramming information all
at once. It enhance retention by
01
reinforcing memory consolidation and
retrieval over intervals.
Practice
Mix different types of content or skills
within a single learning session to
promote connection and associations
between related context.

Active Retrieval Elaborative

Engage learner
s in frequent retrieval practice by Integration
encouraging them to recall and apply
03 04 Encourage learners to generate
learned material without relying on explanation or elaborate on materials by
prompts or cues. It promotes long asking questions such as why and how
term retention.
 STRATEGIES TO PROMOTE
LONG-TERM RETENTION
AND TRANSFER OF LEARNING

Dual Coding Metacognitive

Present information using both
verbal and visual formats to facilitate
05 06 Strategies
encoding and retrieval . Teach learners metacognitive strategies
such as self-explanation, self-
monitoring, and self- regulation to
enhance awareness of their learning
process.
Teaching for Transfer
Explicitly teach transferable skills such as
problem-solving, critical thinking, and
Feedback
communication skills alongside content
knowledge. Teaching for transfer equips
07 08 and Reflection
Provide learners with feedback on
learners with the skills and strategies needed their performance and opportunities
to apply their learning effectively in diverse for reflection to reinforce learning,
context. identify areas of improvement.
 UNDERSTANDING
BLOOM'S TAXONOMY
IN INSTRUCTIONAL
DESIGN
 The BLOOM’s Taxonomy of
Educational Objectives

EVALUATION APPLICATION
Making judgments of ideas or Using abstract ideas,
methods based on established principles, methods to specific
criteria concrete situations

SYNTHESIS
Construction of elements or COMPREHENSION
parts from different sources to Understanding the meaning of
form complex or novel a learned material, including
structure interpretation, explanation.

ANALYSIS
Separation of concept or idea
into congruent parts or
07 08 KNOWLEDGE
Recall or recognition of the
elements and understanding of
learned materials
the nature and association of
the elements
The Revised BLOOM’s
Taxonomy of
Educational Objectives

07 08
Aligning Instructional Design with
Educational Objectives
 1. REMEMBERING

 At this level, learners recall facts, information,

or concepts without necessarily understanding
their meaning. This involves retrieving
previously learned material from memory.
 EXAMPLES

 . Recalling historical dates:

For example, remembering that World War II ended in
1945.
 Memorizing vocabulary words
Recalling the meanings of words learned in a foreign
language class.
 Identifying key concepts
 Recognizing important terms or ideas from a reading
assignment or lecture.
 2. UNDERSTANDING

 Understanding goes beyond mere recall; it

involves comprehension and interpretation of
information.
 Learners demonstrate understanding by
explaining ideas or concepts in their own words,
summarizing information, or interpreting data.
 It's about grasping the meaning of what has been
learned
 EXAMPLES

 1. Summarizing: Asking students to summarize a text, lecture, or

presentation in their own words to demonstrate comprehension.

 2. Explaining: Encouraging students to explain concepts or processes

to their peers, demonstrating their understanding of the material.

 3. Paraphrasing: Having students rephrase or restate information

using different words or examples to show their understanding

 4. Comparing and Contrasting: Prompting students to compare and

contrast different ideas, theories, or perspectives to deepen their
understanding of relationships and similarities/differences

 .5. Generating Examples: Asking students to provide examples or

applications of concepts to illustrate their understanding .
 3. APPLYING

 1. Case Studies: Presenting students with real-life scenarios or

case studies and asking them to analyze the situation and
propose solutions based on their understanding of relevant
concepts.

 2. Experiments: Designing experiments or investigations where

students apply scientific principles, hypotheses, and
experimental methods to test hypotheses and draw conclusions.

 3. Simulations: Using simulations or role-playing activities to

immerse students in realistic scenarios where they must apply
knowledge and skills to achieve specific objectives or outcomes.
 3. APPLYING

 4. Problem-Based Learning: Presenting students with authentic,

complex problems or challenges and guiding them through the
process of identifying solutions and applying relevant knowledge and
skills to address the problem.

 5. Project-Based Learning: Engaging students in long-term projects or

tasks that require them to apply interdisciplinary knowledge, research
skills, and creative problem-solving to produce tangible outcomes or
solutions.
 4. ANALYZING

 Analyzing requires breaking down information into

its constituent parts and examining the relationships
between them.
 Learners at this level identify patterns, trends, or
structures within information, as well as distinguish
between different components or elements.
 It's about understanding the underlying structure of
knowledge.
 EXAMPLE

 1. Data Analysis: Providing students with datasets and asking

them to analyze the data, identify trends or patterns, and
draw conclusions based on their analysis.

 2. Textual Analysis: Presenting students with a literary or

historical text and asking them to analyze its themes,
characters, symbolism, or authorial techniques.

 3. Problem-Solving: Presenting students with complex

problems or scenarios and asking them to analyze the
problem, identify relevant factors, and propose potential
solutions or strategies..
 EXAMPLE

 4. Root Cause Analysis: Presenting students with a

real-world problem or issue and asking them to
analyze the underlying causes or factors
contributing to the problem.

 5. Comparative Analysis: Asking students to

compare and contrast different perspectives,
theories, interpretations, or solutions to gain insights
into similarities, differences, and implications.
 5. EVALUATING

 Evaluating involves making judgments about the

value, quality, or effectiveness of ideas, materials,
or methods based on specific criteria.
 Learners critically assess information, arguments,
or solutions and make reasoned judgments or
decisions.
 It's about weighing evidence and making informed
choices.
 EXAMPLE

 1. Critique: Asking students to critique a piece of artwork, a

scientific study, or a literary work based on established
criteria, such as technique, methodology, or artistic
expression.
 2. Peer Review: Having students engage in peer review
activities where they evaluate and provide feedback on each
other's work, focusing on strengths, weaknesses, and areas
for improvement.
 3. Decision-Making: Presenting students with a scenario or
case study and asking them to evaluate different options or
courses of action based on their analysis of the situation and
relevant criteria.
 EXAMPLE

 4. Debate: Organizing a debate where students take opposing

positions on a controversial issue and must evaluate and
defend their arguments using evidence and logical reasoning.

 5. Product Evaluation: Having students evaluate a consumer

product, service, or advertisement based on factors such as
quality, functionality, aesthetics, and ethical considerations.
 6. CREATING

 Creating is the highest level of cognitive complexity,

involving the synthesis of new ideas, products, or
solutions by combining existing knowledge or skills
in novel ways.
 Learners at this level generate original work, develop
innovative solutions to problems, or design new
processes or products.
 It's about creativity and innovation.
 EXAMPLES

 1. Creative Writing: Having students write original stories,

poems, or essays that demonstrate their imagination,
creativity, and storytelling skills.

 2. Artistic Expression: Providing opportunities for students to

create original artwork, sculptures, paintings, or digital
designs using different mediums and techniques.

 3. Design Projects: Assigning design projects where students

develop and prototype innovative solutions to real-world
problems or challenges.
 EXAMPLES

 4. Entrepreneurship: Encouraging students to develop and

pitch their own business ideas, products, or services,
fostering creativity, innovation, and entrepreneurial thinking.

 5. Multimedia Projects: Having students create multimedia

presentations, videos, or digital storytelling projects that
integrate various forms of media and technology to convey
their ideas or messages.