Instructional Planning and Development.pptx

Instructional Planning and Development.pptx

1. Instructional Planning and Development

2. Frameworks: A Select a topic from the curriculum Design instructional activities Design assesment Give grade and feedback Move on to new topic B Select standards that the OBE-students need to know Design an assessment through which students will have an opportunity to demonstrate those things Decide learning opportunies that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach or move to the next level.

3. Framework A: Framework B: Doesn't have standards Doesn't have objectives/outcomes Merely selecting topic from curriculum Traditional framework of planning instructions Doesn't have direction The flow is: Select a topic sequence think of learning activities Standard-outcome-and competency-based Aligned to OBE (outcome-based education) and UBD (understanding by design)

4. OBE: Design down Determine first the learning targets or the learning outcomes before designing instruction Focused on outcomes Student centered approach Once the intended outcomes are clear, teachers now design instruction Must be aligned to learning outcomes, learning activities and assessment tasks. Identifying desired outcomes Deciding on strategies and methodologies to achieve those outcomes Determining assessment measures for the achievemenof outcomes OBTL Illustration

5. UBD Backward design Same first step in OBE: Identify results followed by determining assesment evidence Standard-based framework is aligned to backward design and design down UBD is called as “backward design” because you think of assessment right after you have set the learning target/outcome not after you have done your instructional plan.

6. INSTRUCTIONAL PLAN

7. ONE DETAILED LESSON PLAN TWO SEMI-DETAILED LESSON PLAN It presents both teacher's and students activities. It contains a specific game plan of what you wanted to cover for that particular period. It presents the expected routines, lesson proper and activities Questions and answers are written. It serves as the teacher’s “roadmap” for a lesson It's a less intricate way of making an instructional plan. It has a general game plan of what you wanted to cover for that subject Procedures or steps to be used are written.

8. Elements of instructional plan Detailed Lesson Plan (DLP) Objectives Content Standards Performance Standards Learning Competencies Content /Subject matter Learning Resources Procedures Before the Lesson During the Lesson After the Lesson Assignment (optional) Remarks Reflections

9. ONE Cognitive TWO Affec t ive THREE Psychomotor I. Objectives: “ SMART” : S- specific M- measurable A- attainable R- relevant T- time-bound State the purpose of the whole lesson. Statement itself should answer what students wiull be able to to do by the end of the lesson.

10. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION CITE DESCRIBE APPLY ANALYSE ARRANGE ASSESS DEFINE DISCUSS ASSIGN APPRAISE ASSEMBLE CHECK GIVE EXPLAIN DEMONSTRATE CALCULATE COLLECT CHOOSE LABEL EXPRESS DRAMATIZE CATEGORIZE COMBINE CRITIQUE LIST IDENTIFY EMPLOY COMPARE COMPOSE DISCRIMINATE MATCH LOCATE ILLUSTRATE CONTRACT CONCLUDE ESTIMATE NAME RECOGNIZE INTERPRET CRITICIZE CONSTRUCT GRADE RECALL REPORT OPERATE DEBATE CONCLUDE INSPECT RECORD RESTATE PRACTICE EXAMINE FORMULATE MONITOR RELATE TRANSLATE SKETCH EXPERIMENT DETERMINE VALUE TELL USE DIFFERENTIATE DIAGNOSE RESEARCH UNDERLINE SCHEDULE DISTINGUISH DISSECT REVISE WRITE INSPECT EXAMINE SCORE INVENTORY SET UP RANK/RATE SOLVE PLAN SELECT COGNITIVE DOMAIN:

11. Affective domain: The third category of affective domain encompasses attitudes, appreciations, values, and emotions – although highly important in education, the hardest to assess the student. The levels of affective domain form a continuum from simple awareness and acceptance to internalization, as attires become part of an individual’s practicing value system. RECEIVING RESPONDING VALUING ORGANIZING CHARACTERIZING LISTEN TO REPLY ATTAIN ORGANIZING BELIEVE PERCEIVE ANSWER ASSUME SELECT PRACTICE BE ALERT TO FOLLOW ALONG SUPPORT JUDGE CONTINUE TO SHOW TOLERANCE OF APPROVE PARTICIPATE DECIDE CARRY OUT OBEY CONTINUE IDENTIFY

12. Psychomotor domain: The second category for grouping instructional objectives is psychomotor domain. It encompasses the skills that require the use and coordination of skeletal muscles. Psychomotor behaviors are easier to observe, describe, and measure than cognitive or affective behaviors. ASSEMBLE DIAGRAM IMPLEMENT PACKAGE REFILL SKETCH ATTACH DICTATE INSPECT PERFORM REGULATE SORT BALANCE DIRECT INSTRUCT PLANT RENOVATE SPLICE BUILD DISMANTLE INTERVIEW POSITION REPAIR STRATIFY CALIBRATE DOCUMENT LIFT PREPARE RETRIEVE TERMINATE CLEAN EDIT LINE PROGRAM SAVE TRANSFER CODE DUPLICATE LOAD/RELOAD SIMPLIFY TRIM COLLECT GATHER MIX SEPARATE

13. II: Subject Matter It has topic, references, and materials. Value integration and strategies are optional It must state the specific topic III: Learning Resources refer to the objects or tools that serve as instructional aids for particular subject. Usually books, visual aids, internet websites, laboratory equipment etc.

14. IV: Procedure This part shows the learning activities. Teachers may utilize procedures that are generally recognized and accepted in their field of specialization. The procedure will also depend on instructional strategies and methods that a teacher will use to teach the lesson. Flexibility is encouraged in the implementation of the DLP procedure. Changes in the procedure are allowed based on time constraints or when adjustments in teaching are needed to ensure learners’ understanding. This part includes the routine activity, motivation, lesson proper, generalization and application

15. VI: Remarks: Part of the DLP in which teachers shall document specific instances that result in continuation of lessons to the following day in case of: reteaching insufficient time transfer of lessons to the following day as a result of class suspension, etc. V: Assignment (optional)

16. VII: Reflection This part of the DLP should be filled-out right after delivery of the lesson. Teachers are encouraged to think about their lessons particularly the parts that went well and the parts that were weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings about their lessons including things about the lesson that were successfully implemented, need improvement, or could be adjusted in the future. As in the DLL, teachers can also talk about their learners who did well in the lesson and those who need help.

17. DAILY LESSON LOG (DLL) AND DETAILED LESSON PLAN (DLP) Who are required to prepare a DLL/DLP? Teachers with at least one (1) year of teaching experience, including teachers with private school and higher education institution (HEI) teaching experience, shall not be required to make a Detailed Lesson Plan (DLP). Teachers who have been in the service for at least one (1) year, handling learning areas with available LMs and TGs provided by the Department shall not be required to prepare a DLP. ---- Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).

18. THANK YOU FOR YOUR ATTENTION!