Instructional Planning Frameworks

Instructional Planning and Development

•Compare the traditional and standard based
framework for planning instruction

Figure 10: Two Practices Of Instructional Planning
A
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move on to new topic
B
Select a standards from among those
students need to know
Design an assessment through which students
will have an opportunity to demonstrate those
things
Decide What learning opportunities students will need to
learn those thins and plan appropriate instruction to
assure that each students has its adequate
opportunities to learn
Use data from assessment to give feedback,
reteach or move to next topic
Traditional framework of
planning instruction.
Standard-, outcome – and
competency based.

Outcomes-Based Education (OBE)and
Understanding By Design (UBD)
Outcomes-Based
Education (OBE)
Design down-
determine first the
learning target or learning
outcomes before you
design instruction.
Understanding By
Design (UBD)
Backward design-
identify the results followed
by determining assessment
evidence before you design
instruction.

STAGE 1
A.Desire results
This stage define what students should be able to
know and do at the end of the program, course or
unit or study generally expressed in terms of
overall goals, specifically defined terms of content
and performance standard.

Content standard (s)- what should students shoud know
and be able to do.
Understanding(s)/goals- big ideas or concepts that you
want them to come away with, not facts that they must
know.
Essential questions – provocative and leading questions
Objectives/outcomes – measurable and observable
outcomes.
STAGE 1
A.Desire results

STAGE 2
B. Assessment Evidence
Proofs or evidence that show that the content
standard, goals and student outcome are attained.

Performance task (s)-
Authentic performance based task that have students
apply what they have learned and demonstrate their
understandings.
Design at least at the application level.
Rubrics can be used to guide students in self-
assessment of their performance.

Other evidence
 Pre-assessment
 Formative assessment
 Summative assessment
 Can be individual or a group
Can also include informal method ( such as thumbs up,
thumbs down, and formal assessment such as quiz
answers to questions on a worksheet, or written
reflection or essay)

STAGE 3
Learning Plan
This plan should be aligned clearly with the desired
results
Components of a lesson plan
1. Materials and all resources
2. Timeline
3. Introductory activities
4. Developmental activities
5. Closing activities
(also include hand outs and other visual materials)

Important pints to remember in planning and
organizing instruction
In planning instruction it is good to be reminded of the following
1. That our daily teaching-learning is supposed to contribute to the
realization of the vision statement of the Department to help
develop “Filipino who passionately love their country and
whose values and competencies enable them to realized their
full potential and contribute meaningfully to building the
nation.”

1.If you belong to a private institution, bear in mind the
vision mission statement of your school in addition to the
DepEd’s vision and mission statement. Your teaching-
learning must be aligned to your school’s vision mission
and to that of DepEd`
Important pints to remember in planning and organizing instruction

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 that describe the
knowledge, skills, and values of Philippine Graduates at
different levels in Philippine education system. While what are
spelled out in the PQF are the knowledge, skills and values that
grade 10 and grade 12 graduates are supposed to demonstrate
(Level 1 and Level 2, respectively in the PQF). The teaching and
learning process that take place from k to grade 10 matter a
lot for they lay the foundation for grade 12.

According to the qualification formulated by DepEd, the grade 10
graduate must be able to demonstrate :
a) “knowledge across a learning areas with core competencies in
communication, scientific, critical and creative thinking and the use
of technologies.
b) Have an understanding of right and wrong, one’s history and
cultural heritage, deep respect for self others and their culture, and
the environment.
c) Apply foundational knowledge, skills and values in academic and
real life situation through round reasoning, informed decision making
and the judicious use of resources. and,
d) Apply skills in limited situations with close supervision.

Grade 10 students must have obtained National Certificate I from Technical
Educational skills Development Authority (TESDA)
At the end of grade 12, the graduate must be able to demonstrate more
knowledge and skills with the higher degree of independence.
The qualifications are:
a) ‘’ knowledge across a learning areas and technical skills in chosen career
tracks with advance competencies in communication, scientific, critical and
creative thinking and the use of technologies.
b) have an understanding of right and wrong one’s history and cultural
heritage deep respect for self others and their culture: and environment.

c) Apply functional knowledge, technical skills and values in
academic and real life situations through round reasoning, informed
decision making and the judicious use of resources. and
d) apply skills in varied situations with minimal supervision.
together with these qualifications is National Certificate II from
TESDA.
NC I( National Certificate I) refers to one qualification level defined in
Philippine TVET Qualification Framework where the worker
performs a routine and predicable tasks; has little judgement; and
work under supervision.

NC II (National Certificate II) performs prescribe range of functions involving
known routines and procedures; has limited choice and complexity of
functions; and has accountability.

4. These grade 10 and grade 12 qualifications laid down in the PQF
flow into the standards ( referred to as outcomes in Outcomes-Based
teaching and learning) that are contained in the curriculum guide for K
to 12 developed. These standards are in different levels – learning area
standards, key stage standards ( end of grade 3, end of grade 6 end ,of
grade 12) grade level standards. The grade level standards are made
mode specific in the content standards and performance standards per
quarter or grading period which are in turn broken down into learning
competencies.

5. Our instructional planning is supposed to begin with the study of K to
12 curriculum guide for the subjects that we teach. This should be your
Bible as you plan and as you teach. A serious study of the curriculum
guide will make clear focus of your subject/ learning area and of your
lessons. The standard and competencies which are contained in the K to
12 curriculum Guide give direction and focus to your lesson s. it will also
familiarized you with the scope and sequence of what your supposed to
plan and organized be it by lesson or unit form.

6. Which instructional plan are you going to prepare depends on what
your school requires. It may be a unit plan or a lesson plan or both.
Whatever plan you are asked to make, the parts are basically the
same.
The unit plan is more comprehensive than the lesson plan.
7. Apply all the principles of teaching and learning that you have
learned in principles of teaching I and the research based instructional
strategies discussed in chapter 4. as you plan instruction you should
also be guided by the same guiding principles upon which K to 12
curriculum guide was developed.

8. Always begin with the end of mind.
Competencies –
Enabling objectives
Content standard
Performance standard
Exit outcome
Big outcome
Terminal objective
Figure 11. competencies and Content standard

9.Do assessment to ensure learning ( assessment for learning).
Diagnostic test
Beginning of
instructions entry
- skills and
knowledge
Formative test
During
instruction
- attainment of
competencies
Summative test
End of a unit/
grading period
- content/
performance
standard

10. Give your students opportunity to asses themselves.
11. You teach two types of knowledge declarative ( facts, concepts,
principles, hypothesis, laws.) and procedural knowledge
(manipulative skills, process)
12. Wiggins and Mc Tighe (2002) assert that assessment of the
student performance consist of a photo album rather than more
traditional of a snapshot.
Assessment tools and process
● Test and quizzes ● Academic prompts
● Reflective assessment ● Culminating assessment

13. Don’t forget the part of instructional planning is utilization of
assessment results.

Elements of a Lesson Plan/ instructional Plan/ Learning
Plan
1. Dr. Madeline Hunter’s research indicates that effective teachers usually
include the following elements in their lesson plan
a. Anticipatory set- a short activity, dispatch or prompt that focuses
the students attention and ties previous lesson’s to today’s lesson.
b. Purpose – an explanation of importance of this lesson and a
statement concerning what students will be able to do when they have
completed it
c. Input- the vocabulary, skills, and concepts to be learned.
d. Modeling- the teacher demonstrates what is to be learned.
e. Guided practice- the teacher leads the students through the steps
necessary to perform the skill using multiple modalities.

Elements of a Lesson Plan/ instructional Plan/ Learning Plan
f. Checking for understanding- the teacher uses a variety
of questioning strategies to determine if the students are
understanding.
g. Independent practice- the teacher releases students to
practice on their own.
h. Closure- a renew or wrap-up of the lesson

W.H.E.R.E.T.O
W- WHERE and WHY- Where will I help my students to know where
they are headed why they are going there and what ways there will be
evaluated along the way.
H- HOOK and HOLD – how will I hook and engage the learners? How
will I keep them engage?
E- EXPLORE and EXPERIENCE, ENABLE and EQUIP
R- REFLECT,RETHINK,REVISE- how will I encourage the learners to
rethink previous learning? How will I encourage on going revision and
refinement?

E- How will I promote students SELF EVALUATION an REFLECTION?
T- TAILOR and personalized the work
how will I tailor the learning experience to the nature of the
learners I serve? How might I differentiate instruction to respond to
varied needs of students?
O- ORGANIZE for optimal Effectiveness
How will I organize the learning experience for maximum
engagement and effectiveness? What sequence will be optimal given
the understanding and transfer goals?

Part of a Lesson Plan
I. Objective
II. Subject and references
III. Materials
IV. Procedure
A. Introduction/Preliminary activities
B. Motivation
C. Lesson proper
1. Activities
2. Application
3. Summary
V. Evaluation
VI. Homework

Parts of a lesson plan common to all
1. The lesson instructional plans begin with objectives, standard,
outcome, purpose, where and why.
2. Subject matter ….. What they will be learning? Why is this worth
learning? (UBD) ; and input (Hunter);
3. Step in lesson development which include;
a. “ activities, application, summary”
b. hook and hold; explore and experience, enable and equip,
reflect, rethink, revise, evaluate work and progress, tailor and
personalize the work, organized for optimal effectiveness (UBD) and
4. Evaluation- checking for understanding (Hunter) self-evaluation
(UBD)

Lesson development in Direct ( Deductive) and Indirect
(Deductive) instruction.
In Direct ( deductive instruction) you teach beginning with
the rule, generalization, abstraction, or principle and end
with examples and details. Hunter's lesson plan is for
direct(deductive) instruction. In hunter’s sample lesson,
the teacher gives input on vocabulary, skills and concepts,
demonstrates what is to be learned; gives guided practice;
check for understanding and make students do
independent practice that leads to lesson closure.

Lesson development in Direct ( Deductive) and Indirect
(Deductive) instruction.
1. Input: the teacher provides the information needed for students to
gain the knowledge or kill through lecture ,film, tape, video, pictures,
etc.
2. Modeling: once the material has been presented, the teacher uses it to
show student examples of what is expected as an end product of their
work. The critical aspects are explained through labeling categorizing
comparing, etc. students are taken to the application level (problem
solving, comparison ,summarizing.)
3.Checking for understanding: determination of whether students have
got it “ before proceeding. …if there is any doubt that the class has not
understood , the concept/skill should be retaught before practice begins.
4.Questioning strategies: asking questions that go beyond m

4. Questioning strategies: asking questions that go beyond mere fecal
to probe for the higher level of understanding to ensure memory
network binding and transfer.
5. Guided practice: an opportunity for each student to demonstrate
grasp of new learning by working through an activity or exercise
under the teacher’s direct supervision, the teacher moves around the
room to determine the level of mastery and to provide individual
remediation as needed.
6. Closure: is the act of reviewing and clarifying the key points of a
lesson, tying theme together into a coherent whole, and ensuring
their utility in application by securing them in the students
conceptual network.

7. Independent practice: once pupil have mastered the content
or skill it is time to provide for reinforcement practice. It is
provided on a repeating schedule so that the learning is not
forgotten. It may be homework or group or individual work in
class. It can be utilized as an element in a subsequent project. It
should provide for Decontextualization: enough different context
so that the skill or concept may be applied to any relevant
situation not only the context in which it was originally learned.
The failure to do this is responsible for most student failure to be
able to apply something learned.

Lesson development for mastery and meaningful
learning
The procedure of lesson plan outlines how a lesson is developed .in
Hunter’s model , the words used are “input on vocabulary, skills and
concepts; demonstrate what is to be learned; gives guided practice;
check for understanding; and make students do independent practice
that leads to lesson closure.” in the UBD framework the teacher enables
the student to “explore and experience; reflect, rethink; revise; evaluate
work on progress and personalized the work.
In the third lesson plan, lesson development includes “activities,
application and summary.

In other words, the lesson needs to b e deepened for meaningful
and mastery learning. It is not enough that you lecture or
demonstrate, the students need to be actively involved by
making them explore, experience, reflect, rethink, revised,
practice, evaluate work and progress and apply what was
learned in real world task.

SUMMARY:
Two framework of lesson
 Traditional framework
 Standard based
Take note : 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

Take note : 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.
 To develop a lesson plan you have to refer to the K to
12 curriculum Guide.

Prepared by :
Dwayne & Company

Instructional Planning Frameworks

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