Instructional Plan in Ed 7

Students Diversity in Motivation

Name of
Teacher:

Froilan Bhoyd P. Ceriales

Grade/Year
Level

II

Learning Area: Facilitating Learning Quarter: Module No. 21

Competency:
Duration
(minutes/hour
s)

Lesson No. 21

STUDENTS DIVERSITY IN
MOTIVATION

Key
Understandings to
be develop

The learner identifies the factors influencing the students

motivation regarding of their differences in age, gender,
developmental stage, socio economic and the cultural
background.

Learning
Objectives

Knowled
ge

60 minutes

State and explain two principles on the social and

cultural influences on motivation.

Skills

Present the social and cultural influences on the

cognitive and motivational processes of learning by
means of a graphic organizer.
Attitudes Reflect on their own experiences in reading various
situations regarding the factors that influence students
motivation.

Resources
Needed

Module, Projector, PowerPoint Presentation.

Elements of the
Plan
Preparations
- How will I make
the learners
ready?
- How do I prepare
the learners for
the new lesson?
- How will I
connect my new
lesson with the

Methodology
Introduction
(5mins)

Show some research findings on

different situations regarding on
students motivation with the use of
a PowerPoint.
Questions: What can you say on the
different research findings? As a
student, is being motivated
necessary in a class? Why?

past lesson?

Presentation

Activity

- (How will I
present the new
lesson?

Divide the class into 4 groups. Each

group will be given situations
regarding on the approaches on
different research findings of
students.

- What materials
will I use?

- What
generalization
/concept
/conclusion
/abstraction should
the learners arrive
at?

Analysis

We typically find more boys

than girls among our
underachieving students.
Students from low income
families are among those most
likely to be at risk of failing and
dropping out of school. A
pattern of failure may start
quite early for many lower
income students especially if
they have not had the early
experiences upon which school
learning often builds.

From the research findings:

Do your experiences and

observations support or
contradict the research findings?
What are the implications of
these research findings to
facilitating learning? To be sure
that no research finding is
missed, do this with the help of a
Table like the one given below.
Feel free to add more rows.
Research
Finding

Abstraction

Learning
Implication

How can we make students motivate

in the class regarding of their age,
gender, cultural socioeconomic
background and special education

needs?
Teacher Input:
Our students motivational drives
reflect the elements of the culture in
which they grow up their family,
their friends, school, church and
books. To motivate all of them for
learning, it is best to employ
differentiated approaches. Different
folks, different strokes. What is
medicine for one may be poison for
another.
Practice
- What practice
exercises/applicati
on activities will I
give to the
learners?

Application

Divide the class into 6 groups. Each

group will divide their members into
different assigned task.
Each group will differentiate and
describe their motivational strategy
between/among the following factors
(tasks) given.
-

students of different ages

boys and girls
the economically
disadvantaged and the affluent
students belonging to indigenous
peoples (IP) groups and those
not belonging to one

Each group will present their work

after 15 minutes.
Teacher Input: The students
motivation may vary on account of
age, gender, cultural, socioeconomic
background and special education
needs. As teachers we must
profoundly look upon on
motivational strategies or methods
to motivate the students because
learning is most effective when
differences in learners linguistic,
cultural, and social backgrounds are
taken into account.

Two principles to consider

regarding social and cultural
influences on motivation are:
1. Students are most likely to
model the behaviors they
believe are relevant to their
situations.
2. Students develop greater
efficacy for a task when they
see others like themselves
performing the task successfully.
Assessment
(Refer to DepEd
Order No. 73, s.
2012 for the
examples

Assessment Matrix

Knowledge

What will I
asses?

How will I
asses?

How will I
score?

The two
principles on
the social and
cultural
influences on
motivation.

State and
explain in not
more than 3
sentences the
two principles
on the social
and cultural
influences on
motivation.

Criteria:
Relevance:
25
Content:
50
Organization: .
25.
100

Process or
Skills

Understandin
g(s)

The social and

cultural
influences on
the cognitive
on the
cognitive and
motivational
processes of
learning.

Learning
Implications on
different
Research

By means of a
graphic
organizer,
present the
social and
cultural
influences on
the cognitive
on the
cognitive and
motivational
processes of
learning.

Criteria:

In not more
than 100
words write
your

Criteria:

Relevance:
25
Content:
50
Organization: .
25.
100

Content 60

Findings.

reflections on Relevance-20
your very own
experiences in Explanation-20
relation to
Total: 100
Activity A, B,
c, D, E and F.

Product/Perfo
rmances
(Transfer of
Understandin
g)
Assignment:

Reinforcing the
days lesson
Enriching the
days lesson
Enhancing the
days lesson
Preparing for
the new lesson

Concluding
Activity
(Optional)

Wrap - up
Finale

Prepared by:
FROILAN BHOYD P. CERIALES
Student

In the research findings stated above, explain 1

situation that will relate in your experience and
write some learning implications about it.