A.

Planning Phases

Preplanning
Activity: Mental Plan
- gives purpose for learning
- Provides overview
- economize time
- reduces duplication
- ties to community events

B. Levels of Instructional Planning

LEVEL
1.
Yearly
Plannin
ActivegPlanning

GOALS of PLANNING

SOURCES of
INFORMATION
- students
- resources available
- curriculum guidelines

FORM of PLAN

-establishes general
- general outline
content
listing
- establishes basic
-basic contents and
curriculum and content
Before
possible ideas in
Post Planning
- ordering and
Instruction
each subject areas
Activity: Written Planreserving materials
Activity: Evaluate Plan
s
Term
- details the content to
- direct contact with - measures
- elaboration
of
- facilitates 2.
management
student success
and instruction
Plannin
be discovered in the
students
- guides outlines
substitute
LEARNE
After
Before
time
constraints
set
by
- a weekly schedule
g of instruction
next three months
- limits impact
- provides documentation
R
Instructio
Instructio
- establishes
a weekly
school schedule
outline specifying
- provides sequencing and
CONTEN
ns
signals
time to order
ns
schedule for term that
activities
and time
pacing
supplies
T
conforms
to
goals
- builds teaching repertoire
3. Unit
- develop a sequence of - students abilities
- lists or outline
During
- materials, length of
Plannin
well organized learning
activities and
Instructio
lessons, set-up, time
g
experiences
content
- establishes a weekly nsdemand, format
- list and sequenced
Ongoing
Planning
school
objectives
schedule for term that
activities
facilities
available
for
- notes in plan book
conforms to goalsActivity: Tune Plan
activities
- aids sequencing and
4.
- layout activities
suited - students performance
- names and times
pacing
Weekly
for weekly schedule
in proceeding days and
of activities in plan
responds
to
learners
needs
- adjustment of
Plannin
weeks
book
provides
for
re-teaching
schedule
scheduled
school
- day divided into
g
- maintain continuity
interruptions
four instructional
- provides variety
of
planning
and regularityinstructional
of
- materials, aids, and
blocks modified by
activities
resources
schedule
- facilitates higher-level
5. Daily
- set-up and arrange
- materials to be used
- schedule for the
- set-up time required for day written on the
Plannin
classroom for the next
activities
g
day
board and
- assessment of class
- specific activity
discussed with
disposition at the start of students
components
- fitting day schedule to the day
- preparation and
continued
interest,
last minute of
arrangement of
involvement and
instruction
materials and
- prepare students for
enthusiasm
facilities in the
the day activity
room

E. Domains and Taxonomy of Instructional Objectives

Taxonomy- classification systems of learning hierarchy
Level
A. Cognitive
1.
Knowledge

2.
Comprehensi
on

3.
Application

4. Analysis

5. Synthesis

6. Evaluation

Description

Behavioral Terms

Recalling and
remembering previously
learned material
including specific facts,
events, persons, etc.
Understanding and
grasping the meaning of
one idea, including
translation from one
symbolic form to another
interpretation,
explanation, predictions,
inferences, restating,
estimation, etc.
Using abstract ideas,
rules on generalized
methods in novel,
concrete situations
Breaking down of an idea
into its constituent parts
or elements and
understanding the
relationship among
different elements
Arranging and combining
elements and parts into
novel patterns or
structures

Name, match, list,

recall, identify, define,
label, state, select

Identify equal
fractions.

Explain, convert,
estimate, describe,
interpret, illustrate,
infer, represent

Change fractions
to lower/higher
term.

Demonstrate, use,
apply, solve, prepare,
implement, carry out,
construct, show
Differentiate,
distinguish,
discriminate, relate,
compare, contrast,
classify, categorize

Add two to four

similar fractions.

Combine, assemble,
suggest, integrate,
create, plan, propose,
design, conclude,
synthesize, summarize
Appraise, critique,
judge, weigh,
evaluate, verify,
confirm, defend,

Solve the
problems involving
fractions.

Judging the quality or

worth or value of
something according to
established criteria

Example of
Objectives

Categorize the
fractions as similar
or dissimilar
fraction.

Judge the
reasonableness of
a given solution to
a word problem.

decide, justify

Level
B. Affective
1. Receiving
(Attending)

2. Responding

3. Valuing

4.
Organization

5.
Characterizati

Description

Behavioral Terms

Example of
Objectives

Develops awareness,
shows willingness to
receive, shows
controlled or selected
attention
Shows willingness to
respond and find some
initial level of
satisfaction in
responding
Shows that the object,
person, or situation has
worth.

Observe, listen.
Attend, look, watch

Pay attention to the

traits of a well-kept
house.

Share, follow,
respond, comply,
conform, react

Keep the house

clean and orderly as
told.

Admire, support,
praise, assist,
cooperate,
participate,
conserve, promote

Bring together a
complex set of values
and organizes them in
an ordered relationship
that is harmonious and
internally consistent
Organized system of
values become a

Propose, resolve,
balance, integrate,
organize

Formulate a
cleaning schedule in
the house indicating
tasks that need
cleaning daily,
weekly, and
occasionally.
Keep the house
clean and orderly
everyday.

Advocate, approve,
justify, influence,

Maintain the
cleanliness and

on

persons like outlook

and the basis for a
philosophy of life

Level

commit, accept,
assert, maintain

Description

C. Psychomotor
1. Perception Uses the sense organs to obtain
cues that guide motor activity;
ranges from sensory stimulation
through cue selection to
translation
2. Set
Readiness to take a particular
action. Perception is an
important prerequisite.
3. Guided
Concerned with the early stages
Response
of learning a complex skill.
Includes imitation, trial and
error.
4.
Concerned with habitual
Mechanism
response that can be performed
with some confidence and
proficiency. Less complex
5. Complex
overt
response

Skillfully performs acts that

require complex movement
patterns, such as highly
coordinated activities.
Proficiency indicated by quick,
smooth, and accurate

orderliness of ones
house and other
places at all times.

Behavioral terms

Example of
Objective

Monitor, observe,
listen, watch

Observe how to
position the fingers
in the keyboard.

Show, prepare,
set-up, ready

Tell the order of

alphabets in the
keyboard.
Practice proper
position of fingers
in keyboard.

Imitate, follow,
copy, install,
repeat, practice
Demonstrate,
manipulate,
collect, draw,
use, sketch, type,
write
Operate, build,
construct, drive,
troubleshoot

Type at least 60
words per minute
using the correct
position of fingers.
Execute the print
formatting
operations.

6.
Adaptation

7.
Origination

performance, requiring
minimum effort.
Concerned with skills so well
learned that they are modified
to fit special requirements or to
meet a problem situation.

Creates new movement patterns

to fit a particular situation or
problem

Change, modify,
repair, adjust,
integrate

Create, originate,
produce, develop,
compose

Use desktop
publishing
applications in
creating incomegenerating
documents.
Create ones own
web page.

C. Instructional Activities Continuum from Passive to Active Learning

Teacher
Centered
-Lecture
- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role playing
- Simulation
- Reflective Inquiry

Student Centered

-Lecture
- Demonstration
- Questioning
- Discussion
- Guided Practice
- Independent Practice
- Grouping
- Role playing
- Simulation
- Reflective Inquiry

Student Centered