Welcome to your course!

First session
AGENDA
● Ice Breaker
● Getting to Know You
● Inquiries About the Class Structure and Assessment Modes
● Introduction to the Course: Curricular and Instructional Design
● Lesson Proper: Educational Planning
○ Lesson Objectives
● References/Readings
● Student Questions about the Topic
● Assignments
● Reminders
● Schedule
Ice Breaker:
4 Pics 1 Word
P O L S H O C A
S C H O O L
L N S E P S A O
P L A N
Getting to Know You
Name, Age, Country, Course
I Want to Teach, Hobbies,
Interests
What are expectations from Utel Students?
ASSESSMENT MODES
Activity Mode

• Answer the Open Class Questions

Deadline: 11:59pm, 7th Day after Open Class

• Participate in the Forum for the Week

Deadline: 11:59pm, 7th Day after Open Class

• Late Submission: Minus Points

• Did not get a passing grade/Did not answer: Extra Credit Activities

• Comments and Queries

Exam Mode

• Answer the Open Class Questions

Deadline: 11:59pm, 7th Day after Open Class

• Answer Exam for the Week

Deadline: 11:59pm, 7th Day after Open Class

• Late Submission: Minus Points

• Did not get a passing grade/Did not answer: Extra Credit Activities

• Comments and Queries

Final Project Mode

• Answer the Open Class Questions

Deadline: 11:59pm, 7th Day after Open Class

• Submit Partial Project

Deadline: 11:59pm, 7th Day after Open Class (2nd, 4th and 6th Week)

• Late Submission: Minus Points

• Did not get a passing grade/Did not answer: Extra Credit Activities

• Comments and Queries

YOU CAN CHOOSE YOUR
ASSESSMENT MODE AND CHANGE
ANYTIME YOU WANT
Questions?
ALL ABOUT OUR COURSE
CURRICULAR AND INSTRUCTIONAL DESIGN
CURRICULAR AND INSTRUCTIONAL DESIGN OVERVIEW

UNIT TOPIC

1 Educational Planning

2 Curriculum Design Models

3 Curriculum Design Phases

4 Instructional Design

5 Teaching Modes
Unit 1: Educational Planning
 LEARNING OUTCOMES
To distinguish
To identify areas
different areas of
of action of
study involved in
1 educational 2 educational
planning.
planning.

To recognize educational planning features by

LEARNING the analysis of its dimensions and areas in
COMPETENCIES order to organize the teaching processes in
different educational modes.
 1 2 3
After this
Define important Enumerate and Differentiate and
terms in discuss the interconnect the
curriculum dimensions of three levels/sides
lesson, you planning educational
planning
of educational
planning
should be
able to:
4
Discuss models of
5
Discuss
6
Enumerate and
Curriculum Institutional explain the 6 UDL
Planning Planning: Steps, Principles of
Factors and Designing
Significance Instruction
OPEN CLASS QUESTION 1:

What are the first

things that come to
mind when you
hear the Word
curriculum?
 1
Define important
terms in
curriculum
planning
● Curriculum
● School Curriculum
● Subject Curriculum
● Co-Curricular
Curriculum
● Experienced
Curriculum
● Curriculum Planning
● Curriculum Framework
CURRICULUM
- holistic meaning: encompassing
not only subjects, but also the
connections between subjects,
teaching methods and all aspects
of schooling that define the
learner’s experience.

- narrower interpretation: referring

either to a prescribed range of
courses or a specific learning
programme across different years
SCHOOL CURRICULUM
refers to the combination of
subjects studied within a school
year and in sequential years as the
learner moves through the
educational system provided by
the school.
SUBJECT CURRICULUM
refers to the content and skills
contained within a syllabus
applied across sequential stages
of student learning. These stages
normally refer to school year
levels, and therefore a particular
age of learner.
CO-CURRICULAR CURRICULUM
refers to valued educational
activities that support learning
beyond the school curriculum,
which the school encourages and
supports.
EXPERIENCED CURRICULUM
refers to the learning students
actually receive as a result of the
whole educational experience the
school provides. This includes the
impact of the school curriculum,
teaching approaches, the co-
curricular curriculum and the
learning environment. It includes
both the planned and unplanned
or unintended outcomes of the
curriculum.
CURRICULUM PLANNING
- refers to the decision-making process concerning the substance of
schooling, that is, the knowledge, skills, and dispositions that constitute
the experience and outcome of schooling (Deng, 2010)

- the process of making decisions about what to learn, why, and how to
organize the teaching and learning process taking into account existing
curricular requirements and available resources.
CURRICULUM FRAMEWORK
● a document that explains how content standards can or should be
organized for a particular subject and at various grade levels
● scope and sequence of a curriculum or curriculum guide
● like a standards statement that analyzes each general standard in a
curriculum into more specific skills that students need to learn but does
not provide detailed suggestions for daily teaching
● may suggest ways for assessing whether students have in fact acquired
each skill listed
***** Sustainable Development Goals are those curricular elements used
to anticipate future research and issues with today's resources.
CURRICULUM FRAMEWORK/GUIDE

SAMPLE
OPEN CLASS QUESTION 2:
Why is it important
for teachers,
institutions and
countries to plan
the curriculum
before each
academic year?
 2
Enumerate and
discuss the
dimensions of
educational
planning
DIMENSIONS OF
EDUCATIONAL
PLANNING
 3
DIfferentiate and
interconnect the
three levels/sides
of educational
planning
LEVELS/SIDES OF
EDUCATIONAL
PLANNING
Institutional planning
Curricular planning
Instructional planning
Institutional Planning
● intersection between schooling, culture, and
society (Westbury, 2000).
● frames what should go on in a school or school
system in terms of broad goals and general
approaches.
● educational ideals and expectations shared within
a society (Doyle, 1992b: 70).
● links what is taught in schools to the social and
cultural systems beyond schooling
● Institutional curriculum planning is always a
national or regional political undertaking.
Curricular Planning
● The intermediate level between institutional curriculum and classroom
curriculum planning, in form of curriculum documents and materials
(Doyle, 1992a).
● It translates the expectations and ideals embedded in the institutional
curriculum into operational frameworks for schools, thereby bridging the
gap between the abstract institutional curriculum and the (enacted)
classroom curriculum (Westbury, 2000).
● Framing a set of arguments that rationalize the selection and
arrangement of content [knowledge, skills, and dispositions] and the
transformation of that content into school subjects (Doyle, 1992b: 71).
School Curriculum
Instructional Planning
● The classroom curriculum/curriculum as evento/enacted curriculum,
● A cluster of events jointly developed by a teacher interacting with a group of
students within a particular classroom (Doyle, 1992a, 1992b).
● Involves transforming the institutional and programmatic curriculum
embodied in curriculum documents and materials into educative experiences
for students.
● Connects with the experience, interests, and the capacities of students in a
particular classroom (Westbury, 2000).
Lesson Plan
 TAKE NOTE!
● The three levels imply a hierarchy of decision-making
activities from the institutional to the classroom ones.

● Curriculum planning could begin anywhere.

● The three levels of curriculum planning are interrelated

and interdependent; each does not function in isolation of
others
 4
Discuss models of
Curriculum
Planning
MODELS OF
EDUCATIONAL
PLANNING
Top Down
Bottom Up
Combination
Top Down
● Framework approach (Skilbeck, 1994), Centrally driven, and Command-
oriented model
● High emphasis on institutional and programmatic curriculum planning for
change.
● Curriculum planning virtually becomes a national or state enterprise under
the authority of the central educational agency, but visions and
frameworks often do not get implemented (Westbury).
● The means and support for implementing curricular change at the
classroom level is always inadequate in top-down approaches to
curriculum planning for systems change.
Bottom Up
● Curriculum planning must be grounded in the deliberative knowing
and practical action of school practitioners.

● Approaches include School Based Curriculum Development and

action research

● Teachers are the central players in the curriculum reform

endeavor (MacDonald, 2003).

● The assumption is that successful curricular change could be

relatively easy to achieve in a local school or a cluster of local
schools (Farrell, 1997).
Bottom Up
● Possible consequences include:
(1) not much change at school or classroom level;
(2) changes in a problematic direction; and
(3) changes that do not spread out or endure (Fullan, 2003).

● The basic problem of the bottom-up model lies in the failure of

recognizing the need for institutional and programmatic curriculum
planning that necessarily go beyond the realm of school localities
Combination
● While central educational agencies are incapable of dictating or
mandating change at the school and classroom level (Fullan, 1993),
they still have a fundamental role to play in designing reform and
translating reform into curricular frameworks, documents, and
materials that could support and enable curricular change at the
school or classroom level.

● It needs to acknowledge, the key role of classroom teachers as

curricular change agents and the need for institutional and
programmatic curriculum planning in guiding, supporting, and
enabling curricular change at the classroom level.
Combination
● Three conditions:

1) Coherence among new curricular visions, curriculum frameworks,

assessments, and teacher professional development;

2) Curriculum frameworks and materials need to be developed in a way that

supports teachers’ planning for significant change (Cohen and Hill, 2001);

3) Teachers need to have substantial opportunities for professional learning

that are grounded in practice and in specific curricular changes (Cohen and
Hill, 2001).
 5
Discuss
Institutional
Planning: Steps,
Factors and
Significance
STEPS IN
INSTITUTIONAL
PLANNING
Analysis
Survey
Improvement
Implementation
Evaluation
Analysis
● Aspects: the school environmental conditions, availability of
infrastructure, civic amenities and other facilities in schools,
laboratories and libraries, playgrounds and sports equipment,
teaching-learning methods and materials, needs and requirements of
the teachers and other staff members, housing accommodation to the
individuals, transportation facilities, admission procedures, system of
examinations, evaluation methods, organization of workshops,
activities, competitions and events and picnics, identification of the
areas,
● Identify if they are well-organized or there are deficiencies. Then they
formulate measures and procedures to improve them.
Survey
● Inclusion of statistical facts and figures in terms of aspects: admission of
students, recruitment and selection of teachers and staff members,
infrastructure and equipment, and examination results; Classroom
environmental conditions are well-maintained; Availability of proper
teaching-learning materials, infrastructure, furniture, heating and cooling
equipment in accordance to the weather conditions and amiable
environmental conditions.
● Three categories: 1) resources available within the schools (infrastructure,
equipment, technology, teaching-learning materials, books, and other
facilities and amenities); 2) resources available through the government
(monetary resources, and policies and schemes that are beneficial to the
individuals in enhancing their academic skills); 3) resources available in the
community
Improvement
● Long-term or short-term programs that lead to goals and objectives to
achieve.
● Specific in terms of utility of the institutions, the benefits of the
programs towards the institutions, financial implications,
● The goals and objectives must be stated in clear terms and the tasks and
functions that need to be implemented, must be clearly specified.
● The individuals need to ensure that they make effective use of their
skills and abilities to generate the desired outcomes.
● The tasks and activities that are carried out should be clearly stated in
terms of the resources required, time required for accomplishing each
task and the expected outcome.
Implementation
● Aspects: the resources and materials that are available within the
educational institutions should be utilized in a suitable manner;
principals, directors, teachers, and staff members should work in
integration and coordination with each other; and equal rights and
opportunities should be provided to all individuals to express their
viewpoints.
● Heads supervise and Subordinates
● Task Division
● It is necessary for the individuals to possess time management skills. As
in most cases, individuals are vested with more than one responsibility.
Evaluation
● Can be qualitative and quantitative
● Have pre-planned activities been accomplished?
● Necessary feedback is required to get obtained from all the
stakeholders and beneficiaries
● Programs, financial status and cost----output received.
● Identify the flaws and inconsistencies and bring about
improvements.
● Methods such as, tests, exams, class assignments, homework
assignments, competitions and activities are used to evaluate
the academic performance of the students.
● Students evaluate teachers in terms of teaching methods,
teaching materials, possession of knowledge in terms of
academic concepts, ability to provide solutions to problems of
students, etc.
FACTORS PROMOTING BENEFITS
IN INSTITUTIONAL PLANNING

● Improvement of
○ the School Environment,
○ Teaching-Learning Materials
○ Academic Facilities
○ Extra-Curricular Activities
● Usage of Technology
● Research
● Fairness and Accountability
● Involvement of Members of Educational
Institutions
● Recognition of Rights and Responsibilities
● Inculcation of Morality and Ethics
Improvement of School Environment
● adequate infrastructure, materials, equipment,
technology, tools, civic amenities, facilities, etc.

Improvement of Teaching-Learning Materials

● books, articles, papers, handouts, reports and projects

● technology
Improvement of Academic Facilities
● teaching-learning strategies, methods and curriculum and
instructional systems.
● organization of workshops, conferences and seminars

Improvement of Extra-Curricular Activities

● high interest and motivation
● augment their skills and abilities.
● development of a skill within them which would enhance their
career prospects.
Usage of Technology

● adequate knowledge and skills in terms of technology.

● Practice to proficiency.

Research

● understanding or generating awareness

● 1) reading books, articles, documents and other written materials;
● 2) the internet; and
● 3) field research: visits to organizations, offices, agencies, communities and
individuals and collect information through field notes, surveys and
communicating with the individuals through interviews.
Fairness and Accountability
● members of the educational institutions are giving priorities to various tasks,
● resources should also be allocated to the ones, which are more important.
● The procedures that are put into practice by the individuals--- in accordance
to the priorities that have been assigned to different tasks.

Involvement of Members of Educational Institutions

● principals encourage the involvement of all teachers, students and

community members (Mishra, & Pundir, 2011).
● institutional planning promotes participation and communication.
● individuals develop mutual understanding and good terms and relationships
which generates pleasure and contentment among them.
Recognition of Rights and Responsibilities
● individuals are vested with various job responsibilities, they to focus upon
the development of skills and abilities, which are needed to implement
them.
● rights and responsibilities not only enable them to carry out their tasks and
activities in an appropriate manner, but they are also able to acquire
appreciation and promotional opportunities, resulting to job satisfaction.

Inculcation of Morality and Ethics

● essential skills and abilities,
● establish appropriate terms and relationships with others,
● implement their job duties well and incur job satisfaction,
>>> Morality and ethics. The traits of morality and ethics enables the individuals
to depict honesty, righteousness, truthfulness, and decency in their attitude,
communication and tasks.
NATURE AND SIGNIFICANCE
OF INSTITUTIONAL
PLANNING
● Advancement and Enhancement
● Giving Appropriate Directions to
Educational Objectives
● Maximum Utilization of Resources
● Providing Opportunities to Students
● Amplifying Human Efforts
● Need Based
● Democratization of Planning
● Welfare of the Community
● Social Work Activities
● Promoting Teamwork
 Advancement and Enhancement
● achievement of one’s personal and professional goals
● advancement and enhancement of the educational institutions takes place
in an appropriate manner.
● teaching-learning methods, materials, equipment, technology,
infrastructure, civic amenities, facilities and the overall environmental
conditions.

Giving Appropriate Directions to Educational Objectives

● identify educational objectives in a clear manner to generate awareness in

aspects that need to be paid attention to, to achieve the desired objectives.
● necessary for the individuals to plan, organize, direct, lead, coordinate and
control in a well-organized manner.
Maximum Utilization of Resources
● human and financial resources used in an operative manner.
● human resources (principals, heads, teachers, staff members, students
and community members) and their knowledge, skills and abilities have
utmost significance.

Providing Opportunities to Students

● students render an effective contribution is a must.
● donations
● awareness of the benefits of these modern and innovative methods that
are taking place
Amplifying Human Efforts
● individuals are able to acquire opportunities to make effective use of their
skills and abilities.
● to be knowledgeable --- need to join training centers ---- enhance their
understanding in terms of various areas, --- promotes amplifying of human
efforts.

Need Based
● improvements in the teaching-learning methods and instructional strategies
in order to lead to effective growth and development of the students is a
need of the educational institutions.
● reinforce the teaching-learning methods and instructional strategies
● members of the educational institutions are required to formulate measures,
policies and procedures that are necessary to generate the desired
outcomes.
Democratization of Planning
● democratization the process of planning as number of
individuals(principals or directors, teachers, administrative staff
members, students, parents, and community members) are participating.
● meetings --- express and convey their ideas.
● planning of time, financial resources, materials, equipment and efforts.

Welfare of the Community

● teachers are also providing training to the students in terms of social work.
● classes are organized for the students, belonging to underprivileged and
economically weaker sections of the society, to augment their academic
concepts.
● promoting welfare opportunities for the community
Social Work Activities
● deprived, marginalized and economically weaker sections of the society.
● Students are primarily engaged in making provision of free tuition classes
for them.
● Donations: food items, clothing, stationary, bags, books, blankets and so
forth.

Promoting Teamwork
● teachers, staff members and students who may not be familiar are able to
work in coordination and integration with each other.
● essential to create good terms and relationships with each other.
● form good terms and relationships, carry out job duties in a well-organized
manner and incur the feeling of job satisfaction.
 6
Enumerate and
explain the 6 UDL
Principles of
Designing
Instruction
 UNIVERSAL DESIGN FOR
LEARNING
Coyne, Kame’enui, and Carnine (2007) discuss six
universal design principles that help students
gain cognitive access to the curriculum. These
principles were developed to guide the design of
curricular materials, but many of the ideas can
be applied as you develop lessons and activities.
BIG IDEAS
- The fundamental concepts
and principles in an academic
area that help connect or
“anchor” the smaller ideas.
- Helps teachers decide what to
teach, select and sequence
objectives, and focus on
important learning outcomes
- Helps students make
connections and focus on the
most important ideas.
CONSPICUOUS STRATEGIES
- Steps for solving a problem or
accomplishing a task.
- When you teach strategies
explicitly, they become clear
and usable for students.
MEDIATED SCAFFOLDING
- The temporary support and
assistance provided by the
teacher, the materials, or the task
during instruction.
- Varying levels of supports, then
gradually withdrawn for
INDEPENDENCE.
- Can include sequencing examples
and tasks from easy to more
complex; moving from whole
group, to partner, to individual
practice; and providing varied
materials to help students learn.
PRIMED BACKGROUND KNOWLEDGE
- Recalled prerequisite skills
and knowledge needed for
learning the new task.
- Background knowledge
applied to the new task is
required for success in
learning.
- List the prerequisites; Assess
the students’ prior knowledge;
Remind; Review; Develop
STRATEGIC INTEGRATION
- Putting together essential
information and skills, which
leads to higher-level thinking
skills.
JUDICIOUS VIEW
- Provides opportunities for
students to review important
learning.
- Carefully planned review will
help students remember and
apply what they have learned.
- Include review in the openings
and closings of lessons and
activities, and build in
extended practice and
activities.
OPEN CLASS QUESTION 3:

What UDL Principle can be

applied to a learning
experience you had when
you were in
Elementary/Vocational/High
School??
References
❖ Institutional Planning. Kapur, Radhika. (2019).
❖ Curriculum Planning and Systems Change. Deng, Zongyi. (2010). International
Encyclopedia of Education
❖ Planning Effective Instruction: Diversity Responsive Methods and Management (6th
edition). Price, K. M., & Nelson, K. L. (2018).
❖ Early Childhood Education Handbook. (2018).Research Center for Child and
Adolescent Development and Education. Ochanomizu University
❖ Great School Partnership. (2018).Elements of effective instruction.
❖ Akpan, Charles. (2018). Types of Educational Planning/Reasons for Planning
Education.
❖ Cambridge Schools. (2019).Curriculum Planning, an overview. Cambridge University.
❖ Loveless, Becton. (2022).What Is a Curriculum in Schools and Why Is It Important?
Do You Have Questions About Today’s Lesson?
Here are the tasks you need to accomplish after this
lesson:
Activity Mode

• Answer the Open Class Questions

Deadline: Friday, November 4, 2022 at 23:59 hrs Manila time.

• Participate in the Forum for Week 1

Deadline: Friday, November 4, 2022 at 23:59 hrs Manila time.

• Choose/Continue an Assessment Mode

• Check the Contents of Week 2

• Post Comments and Queries (About Unit 1 or 2)

Exam Mode

• Answer the Open Class Questions

Deadline: Friday, November 4, 2022 at 23:59 hrs Manila time.

• Answer the Exam located in the contents of the Exam Mode (Week 1)
Deadline: Friday, November 4, 2022 at 23:59 hrs Manila time.

• Choose/Continue an Assessment Mode

• Check the Contents of Week 2

• Post Comments and Queries (About Unit 1 or 2)

Final Project Mode

• Answer the Open Class Questions

Deadline: Friday, November 4, 2022 at 23:59 hrs Manila time.

• Review the lesson, particularly the dimensions of education and prepare for
an essay to be passed on the second week.

• Choose/Continue an Assessment Mode

• Check the Contents of Week 2

• Post Comments and Queries (About Unit 1 or 2)

Here are some Class Rules you need to follow:
Things to do:
BEFORE:
Read the contents. Watch the Videos.
Write down questions/comments.
Check messenger for reminders and requirements.

DURING:
Listen attentively.
Write down and ask questions and clarification.
Answer open class questions.

AFTER:
Submit requirements on time:7 Days after open class, 11:59, pm.

FAILED/DID NOT PASS: Extra Credit Activities

On Schedule of Requirements
1. Requirements per mode (Forum, Exam, Submission) are
posted every Monday. You can access them Monday,
7am Manila Time. I will be sending a message
containing all links, references and learning evidences at
the same date and time.
2. Deadline of Submission of tasks is 7 Days after the day
of the open class, 11:59 pm, Manila time. All
requirements should be sent by this time.
3. On the 8th Day after the Open class, I will post links
regarding the open class, as well as extra credit
activities. I will also send messages to those who failed
to pass/ did not pass for extra credit activities.
4. All links for submission will close on December 14, 2022
Communication In the Course
1. Preferred methods: Internal Messenger and Internal
email
2. I check my Internal Messenger and Internal email,
Mondays to Saturdays, 7-9am Manila time. This means
Monday to Saturday, 6-8 am (For Indonesia and
Vietnam) and Sunday-Thursday, 6-8pm (Mexico)
3. For questions regarding course content/requirements,
post at the Comments and Inquiries Forum
4. I will check requirements within 24 hours of submission.
Kindly send me a personal message in the INTERNAL
MESSENGER if you have submitted anything.
5. For other concerns, contact me through the messenger
When is your available time?
OPTION 1 : Weekdays
M-F: 7pm, 8pm, or 9pm, Manila Time
For Vietnam and Indonesia: M, T, W, Th, F ( 6, 7, 8 pm)
For Mexico: Su, M, T, W, Th ( 6, 7, 8 am)

OPTION 2 : Weekend
S: 7am, 8am, 9am, or 10 am, Manila
Time
For Vietnam and Indonesia: 6, 7, 8, or 9 am SATURDAY
For Mexico: 8, 9, 10 or 11 pm FRIDAY
This is the end of today’s lesson

Thank You for Listening!

Arthea
Sunico Quesada
Arese