LESSON 6: THINGS TO CONSIDER IN PLANNING INSTRUCTION

Objectives
 Discuss the different things that should be considered in planning instruction and explain
their importance.
 Differentiate declarative and procedural knowledge and give examples that are found in
the elementary social studies curriculum.
 Write instructional objectives in elementary social studies that adhere to Bloom’s
taxonomy of the cognitive domain
 Reflect on one’s technological pedagogical content knowledge (TPACK)

Introduction
In this lesson, we will continue to compare instructional planning to planning your
vacation. In planning a trip to Coron, you and your friends need to take many things into
consideration. You have to check the weather for the duration of your stay since it will determine
the clothes you will wear and the things you will bring. You also need to take into account you
and your friends’ interests which will ultimately decide your activities. Some of you might want
to try snorkeling and island hopping while others might prefer staying on the beach and
sunbathing. Your length of stay is also a crucial element because you have to schedule your
activities accordingly if you want to maximize your stay on the island.
The same thing can be said about instructional planning. There are many things that you
have to consider in order to deliver a successful unit or lesson. In this chapter, you will learn six
of these things – content, objectives, classroom environment, materials, students, and teacher. All
of these elements are crucial in planning for effective instruction.

Think
Instructional planning is not a task that can be done in one sitting, especially for
beginning teachers. As informed decision-makers and reflective practitioners, teachers need to
take into account a number of things in formulating a plan for learning. One approach or strategy
mat work in one class but not in another class. Therefore, it is important for teachers to look into
the different factors that may affect learning. Six factors will be discussed in this chapter:
content, objectives, classroom environment, materials, students and teachers.
Content
One of the primary elements that should be considered in instructional planning is the
content. Basically, teachers need to know what they will teach in order to effectively prepare
their lesson. In talking about content, it is important to distinguish between two types of
knowledge: declarative and procedural.
Declarative knowledge entails knowing about something, while procedural knowledge is
knowing how to do something. In other words, declarative knowledge comes in the form of facts,

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Lesson 6 | Things to Consider in Planning Instruction
concepts and generalizations, while procedural knowledge is in the form of skills. In a geography
class, identifying the elements of map is an example of declarative knowledge, while
determining the absolute location of the Philippines on the world map is an example of
procedural knowledge. In history, knowing the significant heroes and events in the Philippine
Revolution is an example od declarative knowledge, while critically analyze primary sources
from this period is an exercise of procedural knowledge. Can you give other examples of
declarative and procedural knowledge in the elementary social studies curriculum?
Why, then, is it important to distinguish between declarative and procedural knowledge
in instructional planning? Basically, it helps teaches determine how to present the content in a
more organized manner. Declarative knowledge may be presented through expository approach,
graphic organizer, or data retrieval chart. On the other hand, procedural knowledge is best
presented through task analysis or problem-solving.
In the Philippines, many educators believe that social studies is a content-heavy course,
thus the tendency to emphasize declarative knowledge and prioritize rote memorization of
people, place, events, and other details in instruction and assessment. This should not be the case
at present, especially that the K to 12 curriculum frameworks for social studies also highlights
procedural knowledge in the form of critical competencies and skills. The table below shows
examples of such competencies and skills. It is important to develop these high levels of
procedural knowledge in our students to ensure that we will produce learners equipped with 21 st
century skills.

Competencies Skills
 Nakakgamit ng mapa at atlas upang matukoy and iba’t ibang
lugar, lokasyon at ibang impormasyong pangheograpiya.
Pagsisiyasat  Nakagagamit ng mga kasangkapang teknolohikal upang
makakita o makahanap ng mga sanggunian ng impormasyon

 Nakababasa ng istatistikal na datos

Pagsusuri at  Nakakabasa sa mapanuring pamamaraan upang maunawaan
interpretasyon ng ang historikal na konteksto ng sanggunian at ang motibo at
datos pananaw ng may-akda

Pagsusuri at  Natutukoy ang pagkakaiba ng opinyon at fact

interpretasyon ng  Nakauunawa ng papel at epekto ng heograpiya sa
impormasyon pagbabagong panlipunan at pangkalikasan

 Nakasasagot ng tanong base sa angkop at sapat na ebidensya

 Nakakagamit ng teknolohikal na instrumento sa
Pagsasaliksik pagsasaliksik, pagsusuri ng datos, pagsusulat ng sanaysay o
papel, at paghanda ng presentasyon ng pananaliksik

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Lesson 6 | Things to Consider in Planning Instruction
  Nakabubuo ng maikli nguni’t malinaw na introduksiyon at
konklusyon kapag nagpapaliwanag
 Nakasusulat ng sanaysay na nagpapaliwanag ng isang
komunikasyon pangyayari, isyu o penomeno, gamit ang nararapat at sapat
na impormasyon o ebidensiya sa angkop na pamamaraan

 Nakapagpapakita ng panaty na pakikitungo at paggalang sa

mga ibang pang-iisip kahit hindi ito sumasang-ayon sa
Pagpatupad sa sariling ideya, posisyon o pagtingin
pamantayang pang-  Natutukoy and sangguniang ginamit sa papel (reaksyon,
etika maikling sanaysay) bilang pagkilala sa karapatan sa pag-
aaring intelektuwal ng awtor/manlilikha

Objectives
An objective is a specific statement of a learning outcome. It describes what we want our
student to do and how we will know if they are already there. Taking into account the objectives
of the lesson is important because these statements are vital in assessing student learning and
evaluating the effectiveness of instruction.
In the K to 12 Curriculum Guide, statements of learning outcomes are expressed through
standards and competencies. Standards are more general outcome statements that can achieved in
weeks, quarters, year or years. The table below shows examples of different levels of standards
in the social studies curriculum.
Naipamamalas ang pag-unawa sa mag konsepto at isyung
pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura,
pampamahalaan, pansibiko, at panlipunan gamit ang mga kasanayang
nalinang sap ag-aaral nng iba’t ibang disiplina at larangan ng araling
panlipunan kabilang ang pananaliksik, pagsisiyasat, mapanuring pag-
Core Learning Area iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapuwa,
Standard likas-kayang paggamit ng pinagkukunang yaman, pakikipagtalastasan
at pagpapalawak ng pandaigdigang pananaw upang maging isang
mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan,
makabansa at makatao na papanday sa kinabukasan ng
mamamayaman ng bansa at daigdig.

Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa

sarili, pamilya, paaralan, at komunidad, at sa mga batayang konsepto
ng pagpapatuloy at pagbabago, distansiya at direksiyon gamit ang
Key Stage Standard mga kasanayan tungo sa malalim ng pag-unawa tungkol sa sarili at
(K-3) kapaligirang pisikal at sosyo-kultural, bilang kasapi ng sariling
komunidad at ng mas malawak na lipunan.

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 Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga
sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit
Grade Level ang konsepto ng pagpapatuloy at pagbabago, kapangyarihan,
Standard pamumuno at pananagutan, pangangailangan at kagustuhan,
(Grade 2) pagkakilanlan, mga simpleng konseptong heograpikal tulad ng
lokasyon at pinagkukunang-yaman at ng mga saksi ng kasaysayan
tulad ng tradisyong oral at mga labi ng kasaysayan.

Content Standard Naipamamalas ang pag-unawa sa kahalagahan ng kinabibilangang

(Grade2, Quarter 1) komunidad.
Performance Malikhaing nakapagpapahayag/nakapagsasalarawan ng kahalagahan
Standard (Grade 2, ng kinabibilangang komunidad.
Quarter 1)

On the other hand, competencies are more specific and can be achieved in a shorter
period of time, probably in a day or a week. The learning competencies in a quarter are
consistent with the content and performance standard. Teachers can directly lift these
competencies as their unit or lesson objectives. An example of this is Grade 2, Quarter 1,
Competency 1.1: Nasasabi ang payak na kahulugan ng komunidad. They also have an option to
develop their own objectives based on the competencies. An example of this is Grade 2, Quarter
2, Competency 11: Nasusuri ang kahalagahan ng mga pagdiriwang at tradisyon na nagbubuklod
ng mga tao sap ag-unlad ng sariling komunidad. This can be broken down into more specific
objectives: 1) Nasasabi ang mga pagdiriwang at tradisyon na ginagawa ng mga tao sa sariling
komunidad and 2) Naipaliliwanag ang kahalagahan ng mga pagdiriwang at tradisyon sap ag-
unlad ng komunidad. Hile teachers have the liberty to develop objectives, they should ensure that
these are consistent with the set standards and competencies.
In formulating instructional objectives, Bloom’s Taxonomy of the Cognitive Domain is a
handy reference. Designed by Benjamin Bloom and his colleagues, it presents a hierarchal
ordering of intellectual skills form the basic recall of facts to high-level processing of
information.
The figure below shows the six categories and examples of objectives in elementary social
studies.

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Lesson 6 | Things to Consider in Planning Instruction
 In planning social studies instruction, teachers should place importance in developing
students’ higher order thinking skills, represented by the upper three categories in Bloom’s
Taxonomy. One of the major criticisms of social studies education in the Philippines is its
emphasis on factual recall and rote memorization, which are considered lower order thinking
skills. To counter this, teachers should ensure that they incorporate analysis, evaluation, and
creation objectives and activities in their instruction to produce critical and creative learners.
Classroom Environment
Students learn more when there is a positive classroom environment, the reason why
teachers should also take this into account in instructional planning. They have to ensure that
they have a welcoming and stimulating classroom, one where students feel regarded and
represented and at the same time excited to learn new things. They should also foster a healthy
social environment where students interact with each other and no child is excluded. This could
be done forming collaborative groups, devising seating arrangements, implementing a buddy
system, and/or planning group activities. A positive emotional environment should also be
promoted by instilling respect toward each other. Students should be taught to be sensitive to the
needs of their classmates, and teachers should also model such behavior to their students.
A positive classroom environment can be easily achieved through the establishment of
classroom rules and routines at the start of the school year. Aside from promoting a healthy
social and emotional environment, this also adds structure and organization to the instruction.
Rule may be general such as “Always do your best” and “Be kind” or specific such as “Submit
your requirements on time” and “Raise your hand if you want to say something.” Routines,
meanwhile, are efficient means of doing things in the classroom that will avoid wasted time and
behavior problems. Examples of this are falling in line before going outside, passing of papers in
the front instead of giving them directly to the teacher, and getting a pass before goings to the
classroom. In establishing classroom rules and routines, Price and Nelson (2014) suggested the
following guidelines:
1. Develop and evaluate them with students;
2. Keep rules few in number so everyone can remember them;
3. Post them;
4. Refer to them often;
5. Supports students in following them;
6. Teach the students for following them; and
7. Enforce them consistently.
Materials
Another thing to consider in planning instruction is the materials. Schoenfeldt and
Salsbury (2009) defined materials as any item, tool, or piece of equipment used to support the
lesson before, during, or after instruction. This may come in the form of visual aids (maps,

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Lesson 6 | Things to Consider in Planning Instruction
photos), media equipment (LCD projector, laptop), tools (compass, ruler), realia (artifacts,
coins), print sources (song lyrics, documents), and manipulatives (puzzles, globe).
In selecting instruction materials, Sousa (2001) recommends that teachers should use
materials that appeal to the different sense. As much as possible, the senses of hearing, sight, and
touch should be tapped since these contribute the most to learning. Stimulating the different
senses create meaningful learning experiences for the students which can lead to a possible long-
term retention of information. Because the generation of students today are considered digital
natives, infusing technology in instruction can also aid their learning. Research proves the use of
technology in the classroom is beneficial in increasing student motivation and achievement (Bain
& Ross, 2000; Cradler & Cradler, 1999; Middleton & Murray, 1999; Underwood & Brown,
1997). While this could be a challenge in the Philippines given third world realities, schools
should promote equipment acquisition and teacher training to keep up with the needs and
capabilities of the 21st century Filipino learner.
Here are a number of practical considerations in the use of instructional materials:
1. Materials should be reedy to use and located nearby before beginning the instruction.
2. Every student should have an equal chance to see and/or access the materials.
3. Teachers should preview the materials in order to explain difficult terms to students,
anticipate misconceptions, answer queries, and make meaningful connections.
4. Materials should be age-appropriate, culturally responsive, and gender sensitive.
Students
The student is the heart of the learning process. As such, they should be given utmost
consideration in instructional planning. In order to effectively facilitate learning, teachers should
take into account the following in the planning process.
1. Student Readiness. This refers to the ability level of a students in relation to a given
topic and skill. This can be caused by differences in their learning rate and prior
experiences. some grade 1 students may already know how to make a timeline while
others may still be struggling in understanding chronology. Therefore, it is important for
teachers to acknowledge that students do not learn at the same pace and utilization
scaffolding for those who struggle in the lessons.
2. Student Interest. This is considered as a powerful motivator to engage students in the
learning process. Some students may be interested in superheroes while others may be
fascinated in cartoon characters. Capturing students’ interests is important for them to be
academically engaged and to perform well in the subject. This can be done by identifying
their interests and incorporating these in the lesson or by providing engaging activities
that will focus their attention on challenging or boring topics.
3. Intelligence Preference or Learning Style. This refers to the different cognitive
inclinations that a person has for learning. Some students study effectively when music is
incorporated in the lesson, while others learn more when they are shown charts and
diagrams. Among the different theories on intelligence, the most famous is Howard
Garner’s Multiple Intelligences. This theory suggest that students have at least nine

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 intelligence preferences – verbal/linguistic, logical/mathematical, musical/rhythmic,
bodily/kinesthetic, visual/spatial, interpersonal, intrapersonal, naturalist, and
existentialist. In planning instruction, teachers should vary their approaches and strategies
to be able to tap the different intelligence preferences of the students. This is beneficial
not only in engaging the learners but also in ensuring that their different intelligences are
harnessed and developed.
One effective way of facilitating learning in a diverse classroom in through the use of
differentiation. Fautley (2013) defines differentiation as a deliberate pedagogical strategy by
which teachers create conditions in which the curriculum is made accessible to individual
students in ways which are appropriate to their needs and which allow them to function to their
fullest potential. This is done by grouping students based on their readiness, interest, or
intelligence preference. Each group is then given a different material, task, or outcome based on
their characteristics. For example, in teaching the contribution of the 1896 Philippine Revolution
to nation building, students who are musically inclined may be instructed to compose a jingle,
those who are linguistically intelligent may written a poem, while the artistically gifted may
draw a poster. Through this, students’ readiness, interests, and preferences are taken into account
and effectively tapped so that they will become more engaged in the learning process.
Teacher
Finally, it is important for teachers to take into account their own knowledge for
instruction to become more effective. According to Misha and Koehler (2006), a teacher’s
knowledge is comprised of there components: content knowledge, pedagogical knowledge, and
technological knowledge.
Content knowledge refers to the teacher’s knowledge about the subject matter that will be
taught. This includes knowledge of concepts, theories, ideas frameworks, and established
practices and approaches in the development of such knowledge. In social studies, examples of
this are knowledge of the concepts and frameworks in the social sciences such as anthropology,
economics, sociology, and skills in geography and historical thinking. Such knowledge is critical
since low content knowledge may contribute to the teaching of the wrong information and the
development of misconceptions among students.
Pedagogical knowledge refers to the teacher’s knowledge about the process of teaching
and learning. This includes the understanding of the principles of learning, classroom
management, instructional approaches and strategies, and assessment practice. Some teachers
may be experts in their discipline but may lack the knowledge and skills on how to successfully
communicate the information to their students. Thus, it is important that a teacher develops
his/her pedagogical knowledge because this greatly contributes to effective teaching and
learning.
Technological knowledge is the teacher’s knowledge of and ability to use technological
tools and associated resources. This includes knowing how to use technology such as accessing
information in the internet, being aware of how to process such information, and being able to

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adapt to new technologies. Given that the learners today are considered digital natives, it is also
important for teachers to possess a considerable degree of technological knowledge.
The intersection of these three knowledge components, as shown in the figure below,
produces an emergent component, the Technological Pedagogical Content Knowledge, also
known as TPACK. Simply stated, this means the effective teaching of a given subject with the
use of technology. Teachers with a high level of TPACK knows how and when technology can
be used to assist instruction and when technology should not be used because it impedes
learning. They acknowledge that concepts can be represented through technology and that
pedagogical techniques also be communicated with the use of technology. In social studies,
teachers can demonstrate TPACK through the use of Google Maps to teach location and
direction or the employment of web games in presenting important events in Philippine history.
Taking into account the teacher’s knowledge is important not only in assessing one’s state of
current knowledge and skills but also in ensuring the effective delivery of instruction to students.

Experience
Use the K to 12 Social Studies curriculum guide and do the following:
1. Give five examples of declarative and procedural knowledge that are found in the
elementary Social Studies curriculum.

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Lesson 6 | Things to Consider in Planning Instruction
 2. Choose a particular topic in Social Studies 1-6. Write instructional objectives that adhere
to each of the categories in Bloom’s Taxonomy of the Cognitive Domain. Ensure that the
objectives complement the given standards and competencies.

Assess
I. True or False. Write T if the statement is true and F if the statement is false.

________ 1. In social studies, history is an example of procedural knowledge while doing

a timeline is an example of a declarative timeline.
________ 2. Teachers may develop their own instructional objectives as long as it
adheres to the given standards and competencies.
________ 3. Teachers should enforce as many rules as possible to foster as positive
learning environment.
________ 4. Documentaries, maps, and puzzles are materials that can be used in the
social studies classroom.
________ 5. Differentiation is a way of taking into account student diversity in the
classroom.
________ 6. A teacher who can utilize a website in effectively teaching the concept of
population to students possesses a high level of TPACK.

II. Complete the table.

Things to consider in Why is it important for How should teachers take
planning instructions teachers to consider this? this into account?

Content

Objectives

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Lesson 6 | Things to Consider in Planning Instruction
 Classroom environment

Materials

Students

Teacher

Challenge
Write a reflection essay that assesses your own technological pedagogical content
knowledge (TPACK). You may refer to http://matt-koehler.com/tpack2/assessing-teachers-tpack/
for instruments that will help gauge your level. As a future teacher, what can you do to further
develop your TPACK?

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Harness
Choose a particular topic in Social Studies 1-6. Develop an activity that will incorporate
differentiation in your instruction. Think of how you will group your students and write the
content, task and/or outcome that you will assign to them.
1. Topic:

2. Grade Level:

3. Students’ Groups and their Assigned Content/Task/Outcome:

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Lesson 6 | Things to Consider in Planning Instruction