instructional planning cycle-mother tongue based.pdf

mtb presentation

1. GOOD
AFTERNOON!
Group 6

2. ActivityActivity

3. INSTRUCTIONAL
PLANNING
CYCLE
INSTRUCTIONAL
PLANNING
CYCLE

4. -it is a complex process requiring
knowledge of planning components
such as what to teach, how to teach,
and how well the students should
know the content after the lesson
(Hunt et al., 1999)
INSTRUCTIONAL PLANNING CYCLEINSTRUCTIONAL PLANNING CYCLE

5. INSTRUCTIONAL PLANNING CYCLE
(ADAPTED FROM THE UNDERSTANDING BY DESIGN FRAMEWORK BY WIGGIN AND MCTIGHE, 2005)

6. INSTRUCTIONAL PLANNING CYCLE
Learning Objectives 1.
“What should I teach my learners?”
These can be the skills, knowledge, or values
found in the curriculum document.
It is here that the teacher decides the content
of the lesson.

7. INSTRUCTIONAL PLANNING CYCLE
2. Assessment Strategies
- identify how the learners can
demonstrate their understanding
and/or achievement of the learning
objectives.

8. Key questions that the teacher needs to ponder:
“How do I know if my learners have achieved
the lesson objectives?”
“What will be the acceptable evidence of my
learners’ proficiency and understanding?”
ASSESSMENT STRATEGIES

9. 3. Instructional Activities
-How to teach the learners
-Teacher will plan for the teaching strategies and
learning activities that will be used in the classroom.
-Think about the learning experiences, information
and resources the learners need to achieve the goals of
the lesson.
INSTRUCTIONAL PLANNING CYCLE

10. Teachers would have to consider:
“What enabling knowledge, skills, and values will the learners
need to achieve the objectives?”
“What activities will the learners need to do to equip
themselves with these knowledge, skills, and values?”
“Which of these knowledge, skills, and, and what’s the best
way to values should be taught or coached each them?”
“What materials and resources are needed to best attain the
objectives?”
INSTRUCTIONAL ACTIVITIES

11. INSTRUCTIONAL PLANNING CYCLE
-The teacher reviews what has happened at the
implementation of the plan.
-This involves the reaction of the learners with the strategies,
the results of the assessment, and the learners who struggled
with the activities or assessment.
-Data from these observations can be used to make
adjustments and improve the next instructional plan.
4. Reflection

12. ActivityActivity

15. THE ADDIE
MODEL

16. What is ADDIE?
The ADDIE model is a process used
by training developers and
instructional designers to plan and
create effective learning
experiences.

17. ADDIE MODEL
Analysis Design Development Implementation
Of Instruction Design
A D D I E
Evaluation

18. ADDIE MODEL
Analyze your
situation to
understand the
gaps you need to
fill.
Design Development Implementation
Of Instruction Design
A
D D I E
Evaluation
Analysis

19. ANALYSIS
Analyzing helps identify learning goals and
objectives.
It also helps gather information about
what your audience already knows and
what they still need to learn.

20. ANALYSIS
A few suggested questions to ask are:
•Who is the audience and what are they like (characteristics)?
•What is the problem we are trying to solve?
•Why are we doing training at all?
•What is the desired outcome of this learning experience?
•What does the audience already know?
•What tools are best to deliver this type of information?
•What materials are available?
•When does this need to be delivered?

21. ANALYSIS
Instructional Goals1.
Instructional Analysis2.
Learner Analysis3.
Learning Objectives4.
4 SUB PHASES

22. ADDIE MODEL
Analysis
Design
Development ImplementationBased on your
analysis, make
informed decisions
to design the best
possible learning
experience.
A D I E
Evaluation
D
Of Instruction Design

23. In the Design phase, we view all the
information from the Analysis phase
and make informed decisions about
creating the learning program
DESIGN PHASE

24. DESIGN PHASE
helps us decide specific learning objectives,
structure of the content, mental processes
needed by participants, knowledge or skills
participants need to retain, best tools
(strategies, materials, activities) to use,
videos or graphics to create, the length of
time for each lesson.

25. ADDIE MODEL
Analysis Design Implementation
A I E
Evaluation
D
Of Instruction Design
Bring your learning
experience to life by
building your end-
product.
D
Development

26. DEVELOPMENT
In this phase, the actual learning materials are
created based on the design specifications.
This could include writing content, developing
multimedia elements, programming software,
or producing other learning resources.

27. DEVELOPMENT
Four Main Components:
1. Developing a prototype
2. Creating the course
3. Ensuring Quality
4. Performing a test run

28. ADDIE MODEL
Analysis Design
Implementation
A D E
Evaluation
I
Of Instruction Design
Distribute your
leaning end-
product to your
audience.
D
Implementation

29. IMPLEMENTATION
The developed materials are put into use in
the learning environment.
This phase involves delivering the instruction to
the learners, whether it's through traditional
classroom instruction, online courses, or other
delivery methods.

30. IMPLEMENTATION
This phase must support students'
understanding of the materials
and the students’ mastery of the
objectives.

31. ADDIE MODEL
Analysis Design Implementation
A D I
Evaluation
E
Of Instruction Design
Evaluate if your
learning end-
product is effective.
Make any necessary
updates and cycle
back to the analysis
phase
D
Implementation

32. EVALUATION
This phase involves collecting data on
learning outcomes, gathering feedback ,
and evaluating the overall success of the
instructional design process.
-measures the effectiveness and efficiency
of the instruction

33. Advantages
of ADDIE
Disadvantages
of ADDIE
Commonly used
Widely accepted
model
Proven to be effective
for learning
Foundation for other
learning models
Easy to measure time
and cost
Rigid linear process
Must be followed in
order
Time-consuming and
costly
Flexible to adapt to
changes
Does nit allow for
iterative design