LESSON 1: COMPONENTS OF INSTRUCTIONAL

PLANNING

INTRODUCTION:
Components of Instructional Planning: The teachers’ attitudes, beliefs,
orientations and teachers’ social background The pupils’/students’ age, background,
knowledge, motivational level of interest The type of content that influences the
planning process, textbook and other instructional materials. Instructional planning is
not just about planning in-class lessons; it includes the architecture of your entire
course – the instruction and practice you need to provide, the work students need to
do in and out of class, and the blueprint for how it all fits together.

ANALYSIS:
Acquire knowledge engaging learning to make sure to transfer skills to real-
world student-centered Articulate Learning Outcomes Articulate Learning Outcomes
narrows focus to engage students in the what and why of the lesson Activate Prior
Knowledge Activate Prior Knowledge why we pre-assess and differentiate; invite
students into being curious about and Provide On-going Feedback Provide On-going
Feedback should be timely and ongoing and used to make corrections that will
accelerate learning.

APPLICATION:
Articulate Learning Outcomes narrows focus to engage students in the what and
why of the lesson Activate Prior Knowledge Activate Prior Knowledge why we pre-
assess and differentiate; invite students into being curious about and Provide On-going
Feedback Provide On-going Feedback should be timely and on-going and used to
make corrections that will accelerate learning Provide Practice Provide Practice need
multiple opportunities to practice new knowledge and teachers need to provide
scaffolds where students can deeper analyze and synthesize information . Extend and
Apply more than one right way to answer questions transfer of skills to new learning.
Using reflective practices enables teachers to connect what is happening in the
classroom to research, while incorporating their own emotions, reactions, and
responses. Let's examine some ways that teachers use reflection as a professional
development tool. An error occurred trying to load this video.
Six Components of Effective Instructional Planning

 Acquire knowledge
engaging learning to make sure to transfer skills to real-world student-centered.
 Articulate Learning Outcomes
narrows focus to engage students in the what and why of the lesson.

 Activate Prior Knowledge

why we pre-assess and differentiate; invite students into being curious about and

 Provide On-going Feedback

should be timely and gonging used to make corrections that will accelerate learning.

 Practice
need multiple opportunities to practice new knowledge and teachers need to provide
scaffolds where students can deeper analyze and synthesize information.

Extend and Apply

more than one right way to answer questions transfer of skills to new learning.

Components of instructional planning?

Components of Instructional Planning: The teachers’ attitudes, beliefs,

orientations and teachers’ social background The pupils’/students’ age, background,
knowledge, motivational level of interest The type of content that influences the
planning process, textbook and other instructional materials.

ACTIVITY:

A. DEFINE PLANNING?
ABSTRACT:

Acquire knowledge engaging learning to make sure to transfer skills to real-

world student-centered Articulate Learning Outcomes Articulate Learning Outcomes
narrows focus to engage students in the what and why of the lesson Activate Prior
Knowledge Activate Prior Knowledge why we pre-assess and differentiate; invite
students into being curious about and Provide On-going Feedback Provide On-going
Feedback should be timely and on-going and used to make corrections that will
accelerate learning Provide Practice Provide Practice need multiple opportunities to
practice new knowledge and teachers need to provide scaffolds where students can
deeper analyze and synthesize information Extend and Apply Extend and Apply more
than one right way to answer questions transfer of skills to new learning.

REFLECTION:
LESSON 2: INSTRUCTIONAL PLANNING CYCLE
INTRODUCTION:
Instructional planning includes not only planning what students will learn, but
how they will learn it. Planning should include both short-term goals and long-term
goals, and for students with exceptionalities, should address the goals on their
Individualized Education Program (IEP). It is critical that teachers determine
beforehand what they expect students to have learned by the end of a lesson. An
inexperienced teacher might begin this process by first creating lesson plans and
developing activities. This kind of instruction, however, is likely to be ineffective and
lack focus because the teacher has not first decided how to assess whether students
have mastered a set of intended learning outcomes. By contrast, an experienced
teacher will have a clear picture in his or her mind of the students’ intended learning
outcomes, and will design appropriate and effective instructional activities to guide
students toward mastery of those outcomes.

ANALYSIS:
At this stage of the instructional cycle, the teacher has a clear idea of what
students need to know, understand, and be able to do to meet the standards-based
curriculum. It is important for teachers to keep in mind how they will assess the
intended learning outcomes. This phase of the planning cycle involves educators
putting their plans in action in ways that would meet children’s learning outcomes
according to approved learning frameworks. The implementation would address
children’s learning routines, transitions, interactions, indoor and outdoor
environments, group projects and investigations.

APPLICATION:
At the outset, educators need to engage with the planning cycle to meet
regulatory requirements. Quality Area 1 and Standard 1.2 of the NQS clearly lays out
that educators need to be active and reflective in designing and delivering the
program for each child and the way to do this is to engage with the planning cycle.
The planning cycle thus helps educators to:

 assess their learning and progress

 engage with the principles, practices and outcomes of approved learning

frameworks

 set goals for individual and group learning

 involving families in decision making

 use collaboration with colleagues to affirm and challenge practices

 plan for further learning that supports children as capable, competent people
with agency and the ability to make choices and decisions
Five stages of the Planning Cycle

1. Observation

The phase of the planning cycle is about observing each child and collecting
information on their current knowledge, strengths, skills, abilities, interests as well as
culture and background. In order to gather this information, educators and careers
use different formats of documentation like:

 Bulletin board displays that show a process like an idea web

 Wall displays showing children’s artworks

 Photos or photographic sequences of children engaged in learning with their

own captions or by the teacher

 Observation notes were written by teachers

 Scrapbooks and floor books

 Individual portfolios showing progress in specific domains across a time

period

For example, if an educator observes a child developing a particular interest

in playing with sand, they can document the observation as an entry in a learning
journal. Such an observation will note what the child has been playing with, how they
are manipulating the tools, materials and extending the play into other elements and
contexts. The observation is then shared with families and their inputs are sought.
The educator might get to know that a relative has recently returned from a holiday
to Egypt or that a parent gifted the child with a book on ancient Pyramids. 

Documentation should thus be rich and meaningful; it should reflect the

individual child’s needs but also reflect them holistically; it should incorporate the
points of view of all key stakeholders including those of children, educators, peers,
families and other professionals. Above all, the educator or carer should have a very
clear idea about why they are documenting and how this particular documentation
will add value to outcomes for children.

2. Analyzing

The next phase requires the educator to analyse the information gathered
previously and draw insights, inferences and possibilities related to the child’s
learning. The educator not only needs to reflect on what the child is learning about
also how and why, in what ways such learning is linked to approved learning
frameworks and also how their own documentation shows evidence of such learning.
So related to the above example, the educator might ask analysing questions like:
  What does this information tell us about the child ‘s sense of belonging,
connectedness and wellbeing?

 How can we build on the knowledge and understandings that the child has
developed?

 How can this best be documented?

3. Planning

Once the educator has analyzed the observations gathered through

documentation, the next step is to plan experiences, interactions and environments
that build on children’s interests, abilities and identities based on the requisite
learning outcomes outlined in approved learning frameworks. While planning the
educator might need to reflect on their own intentions for furthering the learning and
development of the child. Planning will also involve choosing appropriate learning
strategies, resources and time besides setting up the necessary learning
environment.  Additionally, the planning process has to be made visible through
relevant documentation. Planning is usually carried out by goal setting and deciding
teaching strategies to meet those goals. Is the planning visible? So, to continue with
the above example, the educator can plan to facilitate continuity of learning from the
child’s home environment and build on foundations of prior learning through
responsiveness to strengths, skills and knowledge.

4. Implementing

This phase of the planning cycle involves educators putting their plans in
action in ways that would meet children’s learning outcomes according to approved
learning frameworks. The implementation would address children’s learning routines,
transitions, interactions, indoor and outdoor environments, group projects and
investigations. Some questions that educators can ask to reflect on implementation
strategies are:

 How can I use all aspects of the day while designing learning opportunities?

 How does my implementation demonstrate play-based learning

 How does it allow children to use their choice and agency

 In what ways is the implementation of my learning plans visible?

In the above example, the educator might use strategies like intentional teaching-
scaffolding, open-questioning, engaging in shared thinking and problem-solving to
extend the child’s thinking and learning.

5. Evaluating

The final stage of the planning cycle is about reflecting on the effectiveness
and relevance of all the observation, analysis, planning and implementation that has
been happening till now. So in the example, the evaluation will involve the educator
recognizing that sensory tasks like playing with sand provide children with time and
space to engage in individual pursuits and develop their creative skills. The educator
may take up the question - What role do the senses play in development – for further
action research or extend the child’s interest in books to literacy learning.

ACTIVITY:

A. ENUMERATE THE FIVE STAGES OF THE PLANNING CYCLE

ABSTRACT:

A Learning Cycle lesson can be used for any content area in which the goal is
to create a motivational learning context in which students are actively engaged in
exploring, discussing, and synthesizing information. The Learning Cycle approach to
instructional planning capitalizes on what is known about how people learn and is
designed to cause lasting changes in a student’s conceptual understanding. The
model used here was adapted from the 5E Learning Cycle popularized by
the Biological Sciences Curriculum Study. Although this Learning Cycle framework is
geared toward building individual lessons, the Learning Cycle approach is more
commonly applied when designing instructional units that consist of multiple lessons.

Each step in a learning cycle serves a different purpose and incorporates

specially structured activities. What makes this type of lesson format particularly
effective is its emphasis on active engagement of the learner and that it requires
students to explore their prior understanding as they encounter new material. Finally,
the 5 E Model provides opportunities that challenge students to apply these new
understanding in novel, but related situations. Learning Cycles cast teachers in the
role of curriculum developers. During the lesson’s actual implementation, teacher
responsibilities vary according to what happens during each stage of the Learning
Cycle. Sometimes the situation calls for direct instruction. In cases where activities
are more student-centered, the teacher plays a less prominent, background role.

REFLECTION:
LESSON 3: INSTRUCTIONAL PLANNING MODELS
FOR MOTHER TONGUE INSTRUCTIONS

INTRODUCTION:

Mother tongue instruction generally refers to the use of the learners’ mother
tongue as the medium of instruction. Additionally, it can refer to the mother tongue
as a subject of instruction. It is considered to be an important component of quality
education, particularly in the early years. Instructional planning is not just about
planning in-class lessons; it includes the architecture of your entire course – the
instruction and practice you need to provide, the work students need to do in and out
of class, and the blueprint for how it all fits together. Instructional Planning
Models Allen 4-Step. This model was designed by Allen (1919) during his work as a
vocational educator and consists of the following steps: (a) preparation, (b)
presentation (delivery), (c) application, and (d) evaluation.

ANALYSIS:

Many people think of teaching as a science, while others believe it is an art.

While there are differences in the way different people look at this profession, most
educators will agree that it is a little bit of both. It is a science in that teachers need to
understand how learning happens in the brain, including strategies to support the
development of neural patterns. However, teaching is also an artistic enterprise
where a teacher's artistry connects with students in a unique way that fosters deep
learning. Therefore, it is important to choose an instructional model that uses
research-based methodologies and creative pedagogies. "Instructional model" is a
term that describes the structure of teaching strategies, methods, and activities that
address specific instructional goals and objectives. This is one of the most important
elements of the teaching and learning process that provides direction for the
achievement of educational goals. There are several different types of instructional
models. Each type has an approach that is used for specific learning contexts.

APPLICATION:
Instructional design refers to the process used to create instructional material.
It is used to identify gaps in knowledge, skills, and attitudes of students or
employees, analyzing learning needs and developing learning material to close
them. Instructional design helps give meaningful and effective instructions to
learners in a way that will make learning easier for them. There is no universal
formula that addresses the learning needs of all students in the classroom. Each
classroom is unique and presents strengths and challenges different from each other
classroom. The choice of instructional model depends on the availability of
resources, instructional goal, cognitive level, and developmental age of the students.
Once these are identified, the appropriate pedagogical tools that come along with the
instructional model are implemented. Instructional design models are used to explain
the process used to design and develop instructions. There are several models that
can be used in different settings; the following are some of the most popular ones.
ADDIE is a five-stage process that provides guidelines to create effective training
material.

 ADDIE is an acronym that stands for the five key stages of the instructional
design process: It is arguably the most important and influential instructional
design model.

 Analysis
 Design,
 Development,
 Implementation
 Evaluation.

 Instructional Design Process

Here are the steps you need to follow when designing instructional learning material
for your students or employees.

 Step 1:

Conduct a needs analysis to identify the needs of your target audience as well as
training and business needs.  

 Step 2:

Based on the analysis done on the learners, create a learner’s profile that
includes information on their roles, responsibilities, skills, educational and
professional experiences, technical knowledge, etc.

You should also assess their competency in the topic the training will be
based on and the training methods/ they prefer.

 Step 3:

Identify the learning objectives. These should be based on the outcomes you
expect to achieve at the end of the program.

 Step 4:

Course designing in itself is a process. Once you select the topics for the
course or the training program, decide on the instructional approach for it (i.e. video
or game-based approach).
  Step 5:

Organize the content and identify a flow using storyboards. You can use it to
plan content, images, icons, etc. that should be placed on different pages.

 Step 6:

You can create a prototype of your online course, training program before you
start developing it. This will allow you to test it for its effectiveness.

 Step 7:

Once you have developed and launched the program, monitor and assess it
to understand whether it is effective in accomplishing the learning objectives and
fulfilling the requirements of the learners as well as that of the organization.

What are the Models of Instructional Design?

Instructional design models are used to explain the process used to design
and develop instructions. There are several models that can be used in different
settings; the following are some of the most popular ones.

 ADDIE Model
 Merrill’s Principles of Instruction
 Gagne’s Nine Events of Instructions
 Bloom’s Taxonomy
 Dick and Carey Model
 Kemp Design Model
 Action Mapping by Cathy Moore
 ADDIE is a five-stage process that provides guidelines to create effective
training material. It stands for Analyze, Design, Develop, Implement, and Evaluate.

 Analyze: In this step, the situation is analyzed to understand the goals and
objectives for the learning material, requirements, needs, skills and
knowledge of the learners.
 Design: Identify the learning objectives such as the knowledge you want the
learners to gain and the learning outcomes.
 Develop: Identify how you can help the students get to the objectives you
identified earlier and develop the instructional strategies accordingly.
 Implementation: Implement the strategies by trying out your training
programs with students.
 Evaluate: Evaluate and measure the success of the training material you
have designed and delivered. Note what needs to be changed.
ACTIVITY:

B. IDENTIFY THE FIVE KEY STAGES OF THE INSTRUCTIONAL DESIGN

AND EXPLAIN IT BREIFLY?

ABSTRACT:

Instructional planning is a curricular topic in teacher preparation programs, but

limited research in agricultural education has been conducted in this area. The
purpose of this study was to examine aspects of the instructional planning process
that are taught to agricultural education pre-service teachers. Survey research and
content analysis of course materials were utilized to collect and analyze data. The
population for the study was a census of agricultural education teacher educators
who taught instructional planning to pre-service teachers at land grant institutions
during 2006-2007. This study found that the two most frequent instructional planning
models being taught were the Allen 4-step and the Madeline Hunter direct
instructional model. A majority of the instructional plan components being utilized
were aligned with Searcy and Maroney’s (1996) literature review; however, notable
exceptions pertained to estimated time required and reflection. Teacher educators
were most frequently requiring Methods of Teaching Agriculture (Newcomb,
McCracken, Warmbrod, & Whittington, 2004) as a required text and a course Web
site as a required student reading resource. This study concluded that while
instructional plan requirements did not change at a number of institutions during
student teaching compared with when taught during coursework, there were
changes whereby a more succinct or more expanded instructional plan was required.
REFLECTION:
LESSON 4: DEVELOPING INSTRUCTIONAL PLANS
FOR MOTHER TONGUE INSTRUCTION

INSTRODUCTION:

Good planning is the first step to an effective classroom, and one of the six
main teacher tasks that educators must master. A well-planned class reduces stress
on the teacher and helps minimize disruptions. When teachers know what they need
to accomplish and how they are going to do it, they have a better opportunity to
achieve success with the added benefit of less stress. Additionally, when students
are engaged during the entire class period, they have less opportunity to cause
disruptions. The teacher's demeanor, lesson plan quality, and method of delivery all
play into an effective day in class. The implementation of the MTB-MLE has
shown in research studies that children with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language. It is not only the cognitive
development that transcends the educational development of the learners but the
wide range of understanding native tongue. Furthermore, the use of mother
tongue contributes the fluency of the native language at the same time
enhances the cultural and ethnographic experiences by the learners. The support
of the Department of Education in the K to 12 curriculum on primary
education provides the educational features on contextualization, cultural
diversity and seamless learning.

ANALYSIS:

In 2001, a former student of Bloom’s, Lorin Anderson, and a

group of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment specialists published a revision of
Bloom’s Taxonomy entitled A Taxonomy for Teaching, Learning, and
Assessment. The revision updates the taxonomy for the 21st century, and
includes significant changes in terminology and structure. In the revised
framework, “action words” or verbs, instead of nouns, are used to label the
six cognitive levels, three of the cognitive levels are renamed, and the top two
higher-order cognitive levels are interchanged. The result is a more dynamic model
for classifying the intellectual processes used by learners in acquiring and using
knowledge. In the Bloom’s taxonomy of the MTB-MLE in the Department of
Education, the cognitive development and higher order thinking skills (HOTS)
are viewed as using the learners’ mother tongue provides a strong foundation by
developing cognitive skills and comprehension of the academic content from
day one. The knowledge, skills, attitudes, and values gained through the mother
tongue; better support learning of other languages and learning through other
languages later; and as learners articulate their thoughts and expand ideas,
both language and critical thinking are strengthened. MTBMLE cultivates
critical thinking through talking about ideas in the familiar language. When teaching
only in the L2, critical thinking is postponed until L2 is sufficiently developed to
support such analysis. MTBMLE is education, formal or non-formal, in which the
learner’s mother tongue and additional languages are used in the classroom.
Learners begin their education in the language they understand best-their mother
tongue-and develop a strong foundation in their mother language before
adding additional languages.

APPLICATION:

By teaching children in their mother tongue when they start school, students
are not only able to learn more quickly but are better prepared to learn the national
language or any second language e.g. English. This sets them on course to receive
all the benefits that are available to people who complete their education.

Methodology
The study utilized the
descriptive and qualitative
method to analyze the
development of
lesson plan in the application
of MTB-MLE for Grade 1-3.
The lesson plans were also
presented
in the actual demonstration
teaching for the subject
Principles of Teaching 2 as to
the pedagogic
principles and techniques
applied in the collaborative
learnings inside the
classroom. The
descriptive analysis of the
study presents the degree of
importance on the use of
lesson plan for
the class There are 90 BEED
students evaluate the degree
of importance of the lesson
plan in
the MTB-MLE. The study utilized the descriptive and
qualitative method to analyze the development of lesson plan in the application of
MTB-MLE for Grade 1-3. The lesson plans were also presented in the actual
demonstration teaching for the subject Principles of Teaching 2 as to the pedagogic
principles and techniques applied in t he collaborative learnings inside the
classroom. The descriptive analysis of the study presents the degree of importance
on the use of lesson plan for the class There are 90 BEED students evaluate the
degree of importance of the lesson plan in the MTB-MLE.
Steps for Planning Instruction
 Before beginning to plan instruction, the teacher should review the state and
national standards, as well as texts and supplemental materials, to determine what
concepts he must cover over the course of the school year. He should include any
required test-preparation material. Specific steps to cover when planning instruction
include:

1. Creating a personalized lesson plan calendar. This will help a teacher

visualize and organize instruction.
2. Creating detailed unit lesson plans, which should include objectives, activities,
time estimates, and required materials
3. Planning for students who might be absent during a given lesson
4. Creating assessments, including classwork, homework, and tests 
5. Reviewing how the lesson or unit fits into the overall instructional plan for the
school year
6. Writing a daily lesson outline and agenda. The details included will differ
depending on how detailed the teacher wishes to be. At a minimum, the
teacher should have an agenda prepared for herself and her students so that
she appears organized and maintains students' interest. It is very easy to lose
student attention if the teacher has to search for a page she wants students to
read or has to fumble through a stack of papers.
7. Creating and/or gathering required items ahead of time. This can include
making handouts, overheads, lecture notes, or manipulatives (learning
objects, such as pennies for counting). If the teacher plans to start each day
with a warmup, then he should have this created and ready to go. If the
lesson requires a movie or item from the media center, the teacher should
check out or order the item well ahead of time.

Plan for the Unexpected

As most teachers realize, interruptions and unexpected events often occur in class.
This might range from pulled fire alarms and unexpected assemblies to illnesses and
emergencies. It's important to create plans that will help deal with these unexpected
events. Create mini-lessons to help fill up any time that might be left at the end of a
class period. Even the best teachers are sometimes left with extra time. Instead of
just letting students talk, teachers can use this time for extra instruction or fun
learning activities, such as playing parts of speech bingo, reviewing upcoming
calendar events, or discussing current events.

Emergency lesson plans are a necessity for all teachers. If the teacher cannot
make it to school because he is ill or has to deal with a last-minute emergency or
family illness, a detailed lesson plan can help the substitute continue with the
planned lessons and have a smooth day with students. Such lessons, combined with
a substitute folder, are important to help the classroom function smoothly in the
teacher's absence.

Four Aspects of Development

 The MTB-MLE strengthens the development of the appropriate cognitive and
reasoning skills enabling children to operate equally in different languages—starting
with the mother tongue.

 Language Development - Students will establish a strong educational

foundation in the language they know best; they will build a good “bridge” to
the school language(s), and they will be prepared to use both/all of their
languages for success in school and for life-long learning.
 Cognitive Development - School activities will engage learners to move well
beyond the basic questions of who, what, when, and where to cover all higher
order thinking skills in the learners’ language of thought.
 These higher order thinking skills will: (1) transfer to the other languages once
enough Filipino or English has been acquired to use these skills in thinking
and articulating thought; and (2) be used in the process of acquiring English
and Filipino more effectively.
 Academic Development - Students will achieve the necessary competencies
in each subject area and, at the end of the program, they will be prepared to
enter and achieve well in the mainstream education system.
 Socio-Cultural Development - Students will be proud of their heritage
language and culture, and respect the languages and cultures of others; they
will be prepared to contribute productively to their own community and to the
larger society.
 Furthermore, students will learn and develop holistically. When learners are
first instructed in the language they know best, they are able to build a good
“bridge” toward learning another language. Multilinguals also enjoy benefits
that go beyond linguistic knowledge. They are also able to learn with more
flexibility.

 Teachers’ testimonies - At first, Teacher Regina of Pasig Elementary

School, who has been teaching Grade 3 Mathematics for 17 years, was
apprehensive to use the mother tongue. She was mainly worried about how
mathematical concepts and terminologies could be translated to the mother
tongue.
However, this concern was negated by the more active participation of the children
when they started using the mother tongue in her classes. She noticed that the
children became more confident in conceiving and explaining content, and more
articulate in expressing their ideas. She saw how using the mother tongue enables
her learners to immediately construct ideas, explain without fear of making mistakes,
and add new concepts to those they already know.

ACTIVITY:

C. WHAT ARE THE FOUR ASPECT OF DEVELOPMENT?

Lesson Plan Development in
the Mother Tongue- Based
Multilingual Education
by
Eden A. Bueno, MAEd
Faculty, College of Teacher
Education,
University of Northern
Philippines
UNESCO Heritage City of
Vigan
e-mail address :
christopherfbueno@yahoo.co
m
CP No: 09175242137
Abstract
This is a qualitative study
on the MTB-MLE in the
conduct of the lesson
plan
development for the BEED
students in the University
Northern Philippines, College
of Teacher
Education in response to the K
to 12 curriculum in the
Philippines. The scope of the
study dealt
with the actual
demonstration teaching in
the subject Principles of
Teaching 2 as to the
pedagogic principles and
techniques as applied in
the collaborative learnings
inside the
classroom. The result of the
study provides the interesting
innovation and creation of new
ideas
reflecting to the
collaborative learnings that
can be utilized in the
instructional methods in
teaching primary grade. This
also reflects to the researcher
experiences in teaching at the
early
childhood education in Grade
2 as provided to the p
Lesson Plan Development in
the Mother Tongue- Based
Multilingual Education
by
Eden A. Bueno, MAEd
Faculty, College of Teacher
Education,
University of Northern
Philippines
UNESCO Heritage City of
Vigan
e-mail address :
christopherfbueno@yahoo.co
m
CP No: 09175242137
Abstract
This is a qualitative study
on the MTB-MLE in the
conduct of the lesson
plan
development for the BEED
students in the University
Northern Philippines, College
of Teacher
Education in response to the K
to 12 curriculum in the
Philippines. The scope of the
study dealt
with the actual
demonstration teaching in
the subject Principles of
Teaching 2 as to the
pedagogic principles and
techniques as applied in
the collaborative learnings
inside the
classroom. The result of the
study provides the interesting
innovation and creation of new
ideas
reflecting to the
collaborative learnings that
can be utilized in the
instructional methods in
teaching primary grade. This
also reflects to the researcher
experiences in teaching at the
early
childhood education in Grade
2 as provided to the p
ABSTRACT:
This is a qualitative study on the MTB-MLE in the conduct of
the lesson plan development for the BEED students in the University Northern
Philippines, College of Teacher Education in response to the K to 12 curriculums in
the Philippines. The scope of the study dealt with the actual demonstration
teaching in the subject Principles of Teaching 2 as to the pedagogic
principles and techniques as applied in the collaborative learnings inside
the classroom. The result of the study provides the interesting innovation and
creation of new ideas reflecting to the collaborative learnings that can be
utilized in the instructional methods in teaching primary grade. This also
reflects to the researcher experiences in teaching at the early childhood education in
Grade 2 as provided to the practical ideas in collaborative education.

REFLECTION: