CHAPTER 6 INSTRUCTIONAL PLANNING AND DEVELOPMENT

CHAPTER 6

INSTRUCTIONAL PLANNING AND DEVELOPMENT

Instructional Planning and Development is comparing the traditional and standard based framework for planning instruction.The Process of Instructional Planning A B Select a topic from the curriculum Select standards from among those students need to know Design instructional activities Design an assessment through which students will have an opportunity to demonstrate those things Design and give an assessment Decide what learning opportunities students will need to lead those things and plan appropriate instruction to assure that each student has adequate opportunities to learn. The Process of Instructional Planning A B Give grade or feedback Use data from assessment to give feedback, reteach or move to next level Move on to new topic

Outcomes – Base Education (OBE) and Understanding by Design (UbD) *One of the features of OBE is “design down”. *Understanding by design also known as UbD is a backward design. Like OBE, the first step in UbD is “identify result” followed by determining assessment evidence. Planning instruction comes only after determining assessment evidence. *Standards – Based framework goes with OBE which is Outcomes – Base Teaching – Learning (OBTL) when applied in the classroom

The Understanding by Design (UbD) Framework 1. With what does UbD begin – learning content or standards? 2. Are the broad content standards made more specific by the statement of understanding/ goals, essential questions, student objectives/ outcomes? 3. Is teacher free to write down any essential questions? Or should the essential questions flow from the understanding/ goals? 4. Are the essential questions specific or general in nature

The Understanding by Design (UbD) Framework 5. Does assessment evidence mean proof that the content standards, goals, student outcomes where attained or not attained? 6. Is the learning plan independent of desired results and assessment evidence? 7. Does the learning plan have an objective or outcome? 8. Excluding materials and timeline, what are the parts of a learning plan? 9. Is the sequencing of the three last parts of the learning plan also the same in a lesson plan?

Stage 1 Desired Result *Content standards >comes from professional standards in your field *Understanding Goals >this is a goal not an objective >list the big ideas or concepts

Stage 1 Desired Result *Students Objectives >this are observable, measurable, outcomes that students should be able to demonstrate and that you can assess >design and directly linked to having students to be able to achieve the understandings

Stage 2 Assessment Evidence *Performance Task >authentic performance based task >Bloom’s Taxonomy >rubrics can be used to guide students in their self assessment of their performance

Stage 2 Assessment Evidence *Other Evidence >includes pre – assessment, formative assessment and summative assessment evidence >can be individual or group based >can include informal methods

Stage 3 Learning Plan 1. Materials and Resources 2. Timeline 3. Introductory Activities 4. Developmental Activities 5. Closing Activities

Important Points to Remember in Planning and Organizing Instruction 1. Daily Teaching Learning is supposed to contribute to the realization of the vision statement of the department. 2. If you belong to a private institution, bear in mind the vision mission statement of your school in addition to the DepEd vision and mission statement. 3. Describes the knowledge and skills and values of Philippine graduates at diff. levels in the Phil. Educational system

These Grade 10 and Grade 12 qualifications laid down in the PQF flow in to the standards. 5. Our instructional planning is suppose to begin with study of the K-12 curriculum guide for the subjects that we teach. 6. Which instructional plan are you going to prepare depends on what your school requires. 7. Apply all the Principles of teaching and learning that you have learned in PT 1.

 Include appropriate strategies that promote student learning, active engagement, manipulation and testing of ideas. B. Include cultural integration. C. Clearly tie to a standard D. Engage students in both individual and group learning based on personal interest. E. Lesson clearly ties to curriculum goals. F. Include activating prior knowledge, anticipating pre conceptions, exploration, and problem solving and new skill building.

Always begin with the end in mind. 9. Do assessment to ensure learning. 10. Give your students opportunities to assess themselves. 11. You teach two types of knowledge declarative and procedural knowledge. A. Test and quizzes with constructed response.

Reflective assessment C. Academic prompts that clearly specify performance task elements D. Culminating assessment projects that allow for students choice and independent application 13. Don’t forget that part of instructional planning is utilization of assessment results

Elements of a Lesson Plan/ Instructional Plan/ Learning Plan

Several samples of Lesson Plan/ Instructional Plan 1. Dr. Madeline Hunter’s research indicates that effective teachers usually include the following elements in their lesson

A.Anticipatory Set B. Purpose C. Input D. Modeling E. Guide Practice F. Checking for Understanding G. Independent Practice H. Closure

For UbD, the parts of an instructional plan follows 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 and Revise E – Evaluation T – Tailor and Personalize the Work O – Organize for Optimal Effectiveness

I. Objectives II. Subject Matter and References III. Materials IV. Procedure A. Introduction/ Preliminary Activities B. Motivation C. Lesson Proper 1. Activities 2. Application 3. Summary D. Evaluation E. Homework

 Parts of Lesson Plan common to all samples 1. The lesson/ instruction plans begin with objective, standard, outcome, purpose, where and why; 2. Subject matter 3. Steps in lesson development 4. Evaluation

Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction *Direct (Deductive) instruction >>you teach begging with the rule, generalization, abstraction or principles and end with examples and details.

Detailed Illustration for Direct (Deductive) instruction 1. Input 2. Modeling 3. Checking for understanding 4. Questioning strategies 5. Guided practice 6. Closure 7. Independent practice

Indirect (inductive) instruction >>you begin your lesson with concrete experiences, details, examples and assist students to discover and give the rule, generalization and abstraction.

Elements of lesson plan may vary but all lesson plans must have: 1. Objectives 2. Content/topic/subject matter 3. Materials 4. The process or stages of lesson development 5. Assessment Instructional Planning and Development

A lesson may be developed DEDUCTIVELY (directly) or INDUCTIVELY (indirectly) For lesson development apply all Principles of teaching and learning and effective instructional strategies you learned. q To develop a lesson plan you have to refer to the K to 12 curriculum Guide.