Group 2

Lesson 5 Pointers
Types of Instructional Planning
Long-Range Planning - planning for the whole school year

Grade Level Standard - overall goal for the year

Topic - general theme of the year

Content - outlined lessons that will be covered

Unit Planning - planning for a quarter or perhaps for the whole semester

Lesson Planning - outline of what you will be teaching in a given day or days

Instructional Planning- it is the process of systematically planning, developing, evaluating and managing
the instructional process by using principles.

 The teacher attempts to organize the different ingredients of learning with the end goal mind.
 This Process is ideally done before a lesson, unit, quarter, semester or school year

Three Question that Teachers need to Address

 What should be taught?

 How should it be taught?
 How should instruction and student learning be assessed? Instructional Planning to be
considered effective

Two Vital Characteristics of Teachers

Informed Decision- makers to be fully familiar with the curriculum in order to determine which topic
should be given greater emphasis

Reflective Practitioners – ensure that curricular standards and competencies are attained track
students’ progress ponder which techniques and strategies should be retained or discarded.
Lesson 6 Pointers
Things to consider in planning instructions
* Types of Knowledge
- Declarative Knowledge

- Procedural Knowledge

* Procedural Knowledge

Competencies and Skills

* Level of standards in social studies curriculum

- core learning area

- key stage standard (K-3)

- grade level standard (grade 2)

- content standard (grade 2, quarter 1)

- performance standard grade 2, quarter 1)

* Bloom's Taxonomy

- Categories of objectives in elementary studies

* Classroom Environment

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.

Price and Nelson (2014) suggested the following Guidelines:

1 develop and evaluate them 

 2. keep rules few in number so everyone can remember them: 

3. post them;
 4. refer to them often 

5. support students in following them 

6. teach the students what each rule means;

7. acknowledge students for following them; and 

8. enforce them consistently

* Materials

As much as possible, the senses of hearing, sight, and touch should be tapped since these contribute the
most to learning.

Here are a number of practical considerations for the use of instructional 

 The material should be ready to use and located nearby before beginning the instruction 
 Every student should have an equal chance to see and/or access the materials  
 Teachers should preview the materials in order to explain difficult terms to students, anticipate
misconceptions, answer queries, and make meaningful connections.
 Materials should be appropriate, culturally responsive, and gender sensitive.

* Student

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: 

 Student readiness. This refers to the ability level of a student in relation to a given topic and
skill. 
 Student interest. This is considered a powerful motivator to engage students in the learning
process. 
 Intelligence Preference or Learning Style. This refers to the different cognitive inclinations that a
person has for learning.

*Teacher

Finally, it is important for teachers to take into account their own knowledge for instruction to become
more effective. According to Mishra and Koehler (2006).

Content knowledge refers to the teacher's knowledge about the subject matter that will be taught. 

Pedagogical knowledge refers to the teacher's knowledge of the process of teaching and learning. 
 Technological knowledge is the teacher's knowledge of and ability to use technological tools and
associated resources.
*TPACK (Technological Pedagogical Content Knowledge). Teachers with a high level of TPACK know
how and when to use technology can be used to assist instruction and when technology should not be
used because it impedes learning.

Lesson 7
Instructional Models for social studies
- In instructional planning, teachers also make decisions as to how best learning goals can be achieved.
They have to take into account how they approach a given unit or lesson so that it will be easily
understood by the students.

Direct Instruction Model - Perhaps the most commonly used instructional model in social studies is
direct instruction Also called expository learning or explicit teaching, it is defined as a "highly structured,
teacher-centered strategy that capitalizes on such behavioral techniques as modeling feedback, and
reinforcement to promote basic skills acquisition” (Morrison, 2000). The hunter’s seven-step model. It
was developed by Madeline Hunter who believed that his model can be adopted by any grade level and
subject.

1. Anticipatory Set.-The teacher motivates the students by directing their attention to the lesson.
He/she may pose a question, show a video or picture, or tell a story.

2. Objective and Purpose - The teacher states the purpose.

3. Input- The teacher presents the lesson content through lecture, discussion

4. Modeling- The teacher, an invited resource person, or a member of the class demonstrates what all
students should be able to do.

5. Checking for Understanding- The teacher asks questions or requests demonstrations from students
to ensure that they understood the lesson

6. Guided Practice.- Students are asked to perform individual tasks it while the teacher roams around
the classroom to ensure that they are doing it correctly

7. Independent Practice- Once all students demonstrate their knowledge, the teacher gives them tasks
that they should perform completely without the aid of the teacher

Inquiry Model - defines inquiry as an investigative process based on the examination of evidence, often
using questioning, hypothesis testing, and data gathering to arrive at an evidence-based conclusion.
Benefits on using the Inquiry Model in Social Studies

1. It is a student-centered approach.
2. It promotes the development of research skills and the use of critical thinking students are asked to
use multiple sources to arrive at valid conclusions.

3. Students are also trained to solve practical problems using the scientific method. Inquiry Models that
can be used by social studies teachers by Banks (1990) who outlined the following steps:

1 . Pose a question for inquiry.

2. Encourage students to formulate hypotheses.

3. Gather and analyze data.

4. Determine whether to accept or reject the hypotheses based on the conclusion.

Cooperative Learning Model - as a popular instructional approach in which small groups of students
work together toward a common learning goal.

Lesson 8
Developing Lesson Plans For Social Science

Lesson plan Is a document that outlines the content of your lesson step-by-step. it's a list of tasks that
your students will undertake, to help guide your teaching.

The Detailed Lesson Plan (DLP) is considered as a teacher's roadmap for a specific lesson, containing a
detailed description of the processes she/he will do to teach a particular topic. A typical DLP contains
the following parts:

 objectives 
 content 
 learning resources 
 procedures 
 Remarks 
 Reflection

The following are required to prepare DLPs: 

a.) newly-hired teachers without professional teaching experience. 

b.) Teacher applicants. 

c.) Master teachers who will conduct demonstration teaching. 

d.) all teachers handling a subject Integrated with new content. 

Abbreviated Lesson Plan (DLL) 

In contrast to a comprehensive lesson plan, an abbreviated lesson plan contains fewer details.

The Daily Lesson Log (DLL)

It is a template teacher use to log parts of their daily lessons. The DLL covers a day's or a week's worth of
lessons and contains the following parts: 

 objectives 
 content 
 learning resources 
 procedures 
 remarks 
 reflection

OBJECTIVES:

Teachers may develop specific objectives for a given lesson. But they need to ensure that this are
aligned with the content standard, performance standard, and competency thus the need to indicate
these three in the Lesson Plan. 

CONTENT: The Content part states the actual topic or subject that will be discussed for the day of the
following days.

LEARNING RESOURCES: Learning Resources Materials are materials that are used for teaching a course.

PROCEDURES: The Procedures portion is the longest part of the lesson plan. It contains the steps and
activities that will be done to achieve the objectives

REMARKS: In this part, teachers indicate whether they have finished the lesson or not within the give
time frame.

REFLECTION

 How many learners earned 80% in the evaluation?

 How many require additional activities for remediation? Did the remedial lessons work? How
many were able to catch up with the lesson? How many require continuous remediation?
 Which of my teaching strategies worked well? Why did these work?
 What difficulties did I encounter that my principal or supervisor can help me solve?
 What innovation or localized materials did I use/discover that I wish to share with other
teachers?