INSTRUCTIO
NAL
LESSON 6:
PLANNING
CYCLE
presented by: Aine & Dominik
LEARNING
OBJECTIVES:
in this lesson, you will be able to:
identify the following instructional planning cycle;
explain how the planning cycle plays in the planning
for instruction; and
exploreimplementation techniques at each stage of
the cycle
INTRODUCTION
Inthe previous lesson you learned about
instructional planning and its component.
As you may have guessed, planning for
classroom instruction need to consider
several factors for it to become more
effective. It has to be well thought of and
crafted.
Planning for instruction, as mentioned in
the previous chapter, is one of the
fundamental skills of a teacher. Therefore,
it is important for the teacher to make sure
that his/her plans for instructions are well-
thought-of.
The process is adapted from the understanding by
design framework by Wiggin and McTighe (2005),
employing the “backwards” design framework. The
process enumerates the steps necessary in the
planning of classroom instruction.
1. Learning objectives
• The teacher is compelled to ask, “What should I teach my
learners?”
• These can be the skills, knowledge, or values found in the
curriculum document.
• These can also be big concepts or ideas that need to be learned or
mastered by the learners. It is here that the teacher decides the
content of the lesson.
2. ASSESSMENT STRATEGIES
• He/she now needs to identify how can the learners demonstrate their
understanding and/or achievement of the learning objectives.
• This is in the form of assessment strategies the teacher needs to use for the
lesson.
• Key questions that the teacher needs to ponder here are “How do I know
that my learners have achieved the objectives pf the lesson?” and “What
will be the acceptable pieces of evidence of my learner’s proficiency and
understanding?”
• These shall provide the pieces of evidence the teacher needs to gauge
whether the learners were able to absorb the lesson.
3. INSTRUCTIONAL ACTIVITIES
The teacher now begins to think about how to teach his/her
learners.
The teacher will not plan for the teaching strategies and learning
activities that will be used in the classroom.
With the objectives set and the assessment strategies in place, the
teacher would now need to think about the learning experiences,
information, and resources the learners need to achieve the goals
of the lesson.
Teachers would have to consider:
• “What enabling knowledge, skills, and values will the learners need to
achieve the objectives?”
• “What activities will the learners need to do to equip themselves with
these knowledge, skills, and values?”
• “Which of these knowledge, skills, and values should be taught or
coached and what’s the best way to teach them?”, and
• “What materials and resources are needed to best attain the objectives”
4. REFLECTION
After the implementation of the instructional plan, the teacher then reflects
about his/her teaching.
At this stage, the teacher reviews what has happened at the implementation
of the plan.
This involves the reaction of the learners with the strategies, the results of
the assessment.
The teacher can use the data from these observations to make adjustments
and improve the next instructional plan .
DO YOU HAVE ANY
QUESTION?
THANK YOU!
