Chapter 6

Instructional Planning and Development

The Process of Instructional Planning Framework

Traditional Teaching

1. Select a topic from the curriculum.

2. Design the instructional activities.

3. Design and give assessment

4. Give grade or feedback

5. Move on to new topic

OBE Curriculum

1. Select standards that the students need to know.

2. Design an assessment through which students will have an opportunity to demonstrate those
things.

3. Decide learning opportunities that will allow students to learn those things and plan appropriate
instruction to assure that each student has adequate opportunities to learn.

4. Use data from the assessment to give feedback, reteach or move on to next topic.

The Understanding by Design (UbD) Framework

Stage 1: Desired Results

1. Content standard(s):

Comes from professional standards in your field.

2. Essential question(s):

What learning questions can you ask the students to get them to understand the Big Ideas?

Address the heart of the discipline; are they framed to provoke and sustain students’ interest; unit
questions usually have no one obvious “right” answer.
3. Student objectives (outcomes)

Students will be able to…

Demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will
assess these. Achieve the understandings, answer the essential questions, and demonstrate the
desired outcomes.

Stage 2: Assessment Evidence

1. Performance task(s):

Authentic, performance-based tasks that require students to apply what they have learned and
demonstrate their understanding.

Designed at least at the application level or higher on Bloom’s Taxonomy.

Rubrics can be used to guide students in self-assessment of their performance.

2. Other Evidence:

Include pre-assessment, formative assessment, and summative assessment evidence.

Can be individual or group-based.

Can include informal methods (such as thumbs up, thumbs down, and formal assessment, such as
quiz, answers to questions on a worksheet, written reflection, and essay).

3. Stage 3: Learning Plan

Materials and resources

Timeline

Introductory activities

Developmental activities

Closing activities
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 DepEd.

2. If you belong in a private institution, bear in mind the vision-mission statement of your school in
addition to that of DepEd’s vision and mission statement.

3. Consider too the Philippine Qualifications Framework (PQF), the framework issued through
Executive Order No. 83 by the office of the president on October 1, 2012.

4. These Grade 10 and 12 qualifications laid down in the PQF flow into the standards that are
contained in the Curriculum Guide for K to 12.

5. Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide.

6. Which instructional plan you are going to prepare depends on what your school requires.

7. Apply all the principles of teaching and learning that you have learned in Principles of Teaching 1
and the research—based instructional strategies discussed in Chapter 4.

8. Always begin with end in mind.

9. Do assessments to ensure learning (assessment for learning).

3 Types of Assessment

Diagnostic Test

Formative Test

Summative Test

10. Give your students opportunity to assess themselves.

11. You teach two knowledge: declarative and procedural knowledge.

12. Don’t forget that part of instructional planning is utilization of assessment results.
Elements of Lesson Plan

Lesson Plan - is also called an instructional plan or a learning plan.

1. Dr. Madeline Hunter’s research indicates that effective teacher usually include the following
elements in their lessons.

Anticipatory set

Purpose

Input

Modelling

Guided Practice

Checking For Understanding

Independent Practice

Closure

2. For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.

W- Where and Why

H- Hook and Hold

E- Explore and Experience, Enable and Equip

R- Reflect, Rethink, Revise

E- Self-Evaluation

T- Tailor and Personalize the Work

Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction

In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle
and ends with examples and details.

Illustration in Hunter's sample lesson:

1.) Input

2.) Modeling

3.) Checking for Understanding

4.) Questioning strategies

5.) Guided practice

6.) Closure

7.) Independent practice

In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples
and assists students to discover and give the real generalization and abstraction.

4 A’s in the andragogy advocated by Malcolm Knowles (1984) that proceeds inductively:

Activity

Analysis

Abstraction

Application
Reflection

This chapter talked about the process of instructional planning and development. It
differentiated the dissimilarities between the traditional way of teaching and OBE. UBD or
Understanding by Design was also coined its definition and the framework was also explained and
provided with meaning which includes the desired results, assessment evidence and learning plan.
Furthermore, this chapter also unfolded the twelve important points to remember when organizing
and planning an instructional or lesson plan, where those twelve important points were expanded
and connected into an account why we should remember those points when we are planning a
learning plan. Also, the elements of a lesson plan were discussed and had its accompanied meaning
and explanation. Additionally, the chapter also discussed the process of making lesson plan when
deductive or inductive teaching is used in the learning process.

Basically, what I have learned from this is all about the essentials and principal details to be
remembered when planning and organizing a learning plan. Lesson plan is considered to be the
teacher’s blueprint, thus it must always be visible in teaching process. I had learned that in making
lesson plan, I, myself must be anchored to the important points to be remembered when making the
learning plan. I have to be relevant to the present and existing curriculum that is based in our country
for the reason that what I teach is anchored in t. Furthermore, it will help me to be guided every time
I’m making learning processes inside the classroom. I also ingested the necessity of integrating the
knowledge I’ve learned from the past lesson to make the instructional plan even more meaningful.
Another is, I must be vigilant with the construction of my learning plan where, I should start with a
clear end in mind, meaning to say that I had to set objectives before anything else, because objectives
determine the path or the direction that I should take when I’m teaching. I also learned that during
the formulation of the learning plan I should also considered the effectivity of assessment to students,
for the reason that it will serve as a measurement of students’ understanding regarding the topic to
which was I had presented to them. In addition, after the assessment was given, I should have to
utilize the result in order for me to know and distinguish the strength, the weakness and the
misconception of the students upon the topic that they were indulging in. Thus, I would also be able
to know what should I improve and enhance in my teaching.

Upon realizing and internalizing the learning I have, I will employ those learning I gained from
the latter discussion because first, all of them are helpful. I will utilize a learning plan which is certain
in anchoring itself in the curriculum of the school and of the CHED, because through that I would be
able to be guided with what I should do in order to meet the goals and objectives given by the higher
institution. I will also integrate the various factors that contribute to the wholeness of the effectivity
of the lesson plan, because as what I have said earlier, lesson plan is the guiding armor of the teacher
to be able to achieve success among students. Lastly, this quote was literally deeply carved in my
mind and in my whole being “not all planned lesson plan are good, and not all unplanned lesson plan
are disaster.” This quote certainly speaks about the role of the teacher in the classroom and his or her
task in making and organizing a lesson plan. It is the blueprint of a teacher, however, it would not be
as useful as it is if it is not used appropriately, meaning to say conducive and effective learning always
start with the teacher, it always starts with me.