Principles of Teaching 2

1. INSTRUCTIONAL
PLANNING AND
DEVELOPMENT
REPORTED BY: KATHERINE MALENAB
JULY 16, 2015

2. Traditional and Standards-
Based Planning
 Between frameworks A & B which:
a.) goes along with OBE and UbD
b.) is a more traditional framework
c.) is a better framework

3. 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 a teacher free to write down any essential
questions?
4. Are the essential questions specific or general in
nature?

4. 5. Does assessment evidence mean proofs that
the content standards, goals, student outcomes
were 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 the 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?

5. STAGE 1
DESIRED RESULTS
 CONTENT STANDARDS
 Comes from professional standards in your field.
 UNDERSTANDING GOALS
Student will understand that…
• This is a goal not an objective.
• List the big ideas or concepts that you want them to
come away with.
Essential Goals
o What are the leading questions can you ask of students
to get them to understand the Big Ideas
o Address to the heart of the discipline are framed to
provoke and sustain students interest.

6. STAGE 1
DESIRED RESULTS
 Student Objectives (Outcomes)
Students will be able to…
 Observable, measurable outcomes that the students
should be able to demonstrate and you can assess.
 Your learning objectives in stage 3 and directly linked
to having students be able to achieve the
understandings, answer the essential questions and
demonstrate the desired outcomes.

7. STAGE 2
ASSESSMENT EVIDENCE
 PERFORMANCE TASKS:
• Authentic, performance based tasks that have students apply
what they have learned and demonstrate their understanding.
• Designed at least at the application of Bloom’s Taxonomy.
• Rubrics can be used to self assessment of their performance. ‘
 Other Evidence
• Pre-assessment, formative, summative
• Individual or group based
• Informal methods (thumbs up, thumbs down, quiz,
reflections, essays, worksheet.)

8. STAGE 3
LEARNING PLAN
1. Materials and Resources
2. Timeline
3. Introductory Activities
4. Developmental Activities
5. Closing Activities

9. IMPORTANT POINTS TO REMEMBER IN
PLANNING AND ORGANIZING
INSTRUCTION
 Supposed to contribute to the realization of
the vision statement of the department.
“Filipinos who passionately love their
country and whose values and
competencies enable them to realize their
full potential and contribute meaningfully
to building the nation.
 Private institutions, vision mission
statements of the school and of the DepEd.

10.  Philippine Qualifications Framework, that
describes the knowledge, skills and values
of the the Philippine graduate.
 Grade level standards made more specific.
 Our instructional planning supposed to
begin with a study of the K to 12 curriculum
guide.