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1. INSTRUCTIONAL PLANNING AND DEVELOPMENT

2. Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feed back Decide learning opportunities that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunity to learn Design an assessment through which students will have an opportunity to demonstrate those things Select standard that the students need to know Move on to new topic Use data from assessment to give feedback, reteach or more to next level Traditional framework of planning instruction Standard outcome and competency based

3. Outcomes- Based Education (OBE) Understanding by Design ( UbD ) Determin e first the learning target before you design instruction Identify the results followed by determining assessment evidence before you design instruction “Design Down” “Identify Result”

4. UbD : Stages of Backward design Stage 1: Desired 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.

5. Stage 1: Desired results Content Standard(s): What should students should know and able to do. Understanding(s)/goals: Big Ideas or concepts that you want them to come away with, not facts that they need to know Essential Questions: Leading questions you can ask Objectives or Outcomes: Measurable and observable outcomes.

6. Stage 2: Assessment Evidence Proof or Evidence that show that the content standard, goals, and student outcome are attained. Performance Task: Design at least the application level or higher on Bloom’s Taxonomy Other Evidence: Pre-Assessment Formative Assessment Summative Assessment

7. Stage 3: Learning Plan This plan should be aligned clearly with the desired results Components of a Lesson plan: Materials and all resources Timeline Introductory activities Developmental activities Closing activities

8. Elements of a Lesson Plan / Instructional Plan / Learning Plan Anticipatory Set Objective and purpose Input Modeling Checking for Understanding Guided Practice Independent Practice Closure

9. Elements of a Lesson Plan / Instructional Plan / Learning Plan

10. W. H. E. R. E. T. O. W - Ensure the students know WHERE the unit is headed and WHY H - HOOK the students in the beginning ; HOLD their attention throughout E - E QUIP students with necessary experiences, tools, knowledge and know-how to meet performance goals R - Provide students with numerous opportunities to RETHINK their big ideas , REFLECT on progress , and REVISE their work E - Build in opportunities for students to EVALUATE progress and self-assess T – be TAILORED to reflect individual talents, interests styles and needs O – ORGANIZE for optimal effectiveness

11. Lesson Development in Direct (Deductive) and Indirect (Inductive) instruction. Deductive – General to Specific Inductive – Specific to General Input Modeling Checking for Understanding Questioning Strategies Guided Practice Closure Independent Practice

12. Inductive – Specific to General 4A’s by Malcolm Knowles Activity Analysis Abstraction Application