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Instructional Planning and Development
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
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Introduction to instructional planning by Acson, Balino, Botor, and Dayag.
Steps include selecting topics, designing activities, assessing, and ensuring learning opportunities.
Focus on Outcomes-Based Education and Understanding by Design with an emphasis on learning targets.
Stage 1 of Backward Design defines desired results students must achieve.
Stage 1 continues with content standards, essential questions, and measurable outcomes.
Stage 2 involves creating assessment evidence to prove learning objectives are met.
Stage 3 stresses the importance of aligning learning plans with desired results and outlines plan components.
Detailed components of a lesson plan including anticipatory set, objectives, and practices.
Further elements of lesson planning that ensure structured instructional design.
A framework designed to enhance student engagement and learning effectiveness.
Contrast between Direct (Deductive) and Indirect (Inductive) instructional methods.
Malcolm Knowles' 4A's framework for inductive instruction: Activity, Analysis, Abstraction, Application.
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Instructional Planning and Development
- 1. INSTRUCTIONAL PLANNING AND DEVELOPMENT Acson,Loriedel Balino, Jecka Botor, Catherine Dayag, Fely Grace
- 2. Select a topicfrom 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 byDesign (UbD) Determine 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 ofBackward 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: Desiredresults • 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: AssessmentEvidence 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: LearningPlan 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
- 8. Elements of aLesson Plan / Instructional Plan / Learning Plan • Anticipatory Set • Objective and purpose • Input • Modeling • Checking for Understanding • Guided Practice • Independent Practice • Closure
- 9. Elements of aLesson 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 - EQUIP 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 1. Input 2. Modeling 3. Checking for Understanding 4. Questioning Strategies 5. Guided Practice 6. Closure 7. Independent Practice
- 12. Inductive – Specificto General 4A’s by Malcolm Knowles 1. Activity 2. Analysis 3. Abstraction 4. Application