LESSON 6: INSTRUCTIONAL PLANNING CYCLE

LEARNING OBJECTIVES:
At the end of this lesson, you will be able to:
1. identify the following instructional planning cycle;
2. explain how the planning cycle plays in the planning for
instruction; and
3. explore implementation techniques at each stage of the cycle.

INTRODUCTION
In the previous lesson you learned about instructional planning
and its component. As you may have guessed, planning for
discussion instruction need to consider several factors for it to
become more effective. It must be well thought of and crafted.

INSTRUCTIONAL PLANNING CYCLE

Instructional Planning Cycle is the process of planning
instruction, delivering instruction, assessing learning, and reflecting on
teaching that continuously repeats.

Planning for Instruction

• It is one of the fundamental skills of a teacher.

Reporter: Janna Keth D. Paradero & Angelica Jane O. Peralta

The process enumerates the steps necessary in the planning of
classroom instruction:

1. LEARNING OBJECTIVES
• The teacher is compelled to ask, “What should I teach my
learners?”
• These can be the skills, knowledge, or values found in the
curriculum document.
• These can also be big concepts or ideas that need to be
learned or mastered by the learners. It is here that the
teacher decides the content of the lesson.

2. ASSESSMENT STRATEGIES
• He/she now needs to identify how can the learners
demonstrate their understanding and/or achievement of
the learning objectives.
• This is in the form of assessment strategies the teacher
needs to use for the lesson.
• Key questions that the teacher needs to ponder here are
“How do I know that my learners have achieved the
objectives pf the lesson?” and “What will be the
acceptable pieces of evidence of my learner’s
proficiency and understanding?”
• These shall provide the pieces of evidence the teacher
needs to gauge whether the learners were able to absorb
the lesson.

Reporter: Janna Keth D. Paradero & Angelica Jane O. Peralta

3. INSTRUCTIONAL ACTIVITIES
• The teacher now begins to think about how to teach
his/her learners.
• The teacher will not plan for the teaching strategies and
learning activities that will be used in the classroom.
• With the objectives set and the assessment strategies in
place, the teacher would now need to think about the
learning experiences, information, and resources the
learners need to achieve the goals of the lesson.
• Teachers would have to consider:
a. What enabling knowledge, skills, and values will the
learners need to achieve the objectives?
b. What activities will the learners need to do to equip
themselves with these knowledge, skills, and values?
c. Which of these knowledge, skills, and values should
be taught or coached and what’s the best way to
teach them?
d. What materials and resources are needed to best
attain the objectives?

4. REFLECTION
• After the implementation of the instructional plan, the
teacher then reflects about his/her teaching.
• At this stage, the teacher reviews what has happened at
the implementation of the plan.
• This involves the reaction of the learners with the
strategies, the results of the assessment.
• The teacher can use the data from these observations to
make adjustments and improve the next instructional
plan.

Reporter: Janna Keth D. Paradero & Angelica Jane O. Peralta