PRAYER

Our Father, Who art in heaven, hallowed be

Thy name; Thy kingdom come; Thy will be
done on earth as it is in heaven. Give us this
day our daily bread; and forgive
us our trespasses as we forgive those who
trespass against us; and lead us not into
temptation, but deliver us from evil.
House Rules In Online Class

Be prepared and on time

Only turn on your microphone if you are going to

respond to or ask a question

Avoid and do not be distraction to others

Stay focused and on task so you don’t miss

anything the speaker says.
 The Process of Instructional Planning

Christine Mae Calfoforo Pepito Jaqueca

Justine Mae Castillo Rhonalyn Ona
Christine Dolor Mary Jane Talania
Dolores Estorninos
Group 2
2A1
Instructional planning

the systematic selection of educational goals and

objectives, and their design for use in the classroom.

it is the ability of the teacher to visualize and forecast

into the future of what , why and how of the teaching-
learning process.
Importance of Instructional Planning
Provides for logical sequencing and pacing lessons
Economizes cost- time and energy
Provides for a variety of instructional objectives
Creates the opportunity for higher level of questioning
Guides teachers
Develops a sequence of well organized learning
experiences
Presents a comprehensive, integrated and
meaningful content an appropriate level
Prepares pupils/ student’s for the day’s activities
 Provides directions for teachers
Correlates instructional events
Types of Instructional Planning

1. Course Plan or Mapping- A long range teachers guide is usually

called a map or course of study. Mapping is identified the details
the content, concepts, skills and sometimes values to be taught
for the entire course.
2. Unit Plan- Unit plans consist of concepts and
learning goals that are taught over a period of time
and are woven together, often across subject
areas. A unit plan lasts two or three weeks (or
longer) and includes several standards, skills, and
desired outcomes for interconnected learning.
3. Lesson Plan -is a teacher's daily guide for what students need to
learn, how it will be taught, and how learning will be measured.
Lesson plans help teachers be more effective in the classroom by
providing a detailed outline to follow each class period.

a. Components of Lesson Plan

• Objectives
• Motivation
• Outline
• Methods
• Materials and media
• Assignment or homework
b. Types Of Lesson Plan

• Mastery Learning Lesson Plan- involves the identification

of specific segments of learning and then mastery of them by
individual students. Mastery learning provides a structure for
teaching that includes class instruction followed by small group
work. It is a group based approach to individualized instruction in
which students often can learn cooperatively with their
classmates. Mastery learning is a way to individualize instruction
within the framework of a traditional group instruction classroom
setting.
The mastery learning instructional model described in this
publication, involves four steps:

1. teaching the unit to the class;

2. giving a test to check students' learning at the unit's
'end-and then assessing mastery of subject matter;
3. giving, either enrichment activities or corrective
activities to students as required; and
4. giving a second' test to measure mastery again.'
• Thinking Skills Lesson Plan- is a goldmine of free,
open-sourced lesson ideas that you can use to shake
up your classroom. Critical Thinking Resources from
Resilient Educator, can get something much more
complex and skill based than simple lesson plans. But
the value may derive from these resources can set
the stages for continual professional improvement
around critical thinking education.
• Flexible Grouping Lesson Plan- Flexible grouping is a
data-driven teaching practice. With this practice, you
put students into temporary groups to work together
for only as long as is needed for them to develop an
identified skill or to complete a learning activity. Within
this practice, students put into temporary groups to
work together for as long as is needed for them to
develop an identified skill or to complete a learning
activity.
Writing An Objective

• Principle for Goals and Objectives

S -Specific
M- Measurable
A- Attainable
R- Result- Oriented
T-Time bound and Terminal
• Types of Objectives
-Performance Objectives -Performance objectives need
to be observable, measurable, and attainable.

-Process Objectives- Objectives, unlike goal statements,

are detailed descriptions of what students will be able to
do by the end of a learning activity. They are related to
intended outcomes, rather than the process for
achieving those outcomes. They are specific and
measurable, rather than broad and intangible
DEVELOPMENT
AND
DESIGNING
LESSON PLAN
Different types of Lesson

• Development lesson - Is one in which something new is

presented or developed It may be a fact, a principle, a skill,
a generalization, or some knowledge. It must not be
something the class did not know before .

• Supervised Study Lesson- It is one whose purpose is to

teach children how to study a given subject effectively. It
directs the students in the use and mastery of the best
techniques of efficient study.
• Appreciation Lesson - is designed to instruct the class to
understand, appreciate and enjoy something. In order to
appreciate something, one must understand to enjoy. Skills
Development. Reference. Materials.

• Drill lesson- is a classroom technique used to practice new

language. It involves the teacher modelling a word or a
sentence and the learners repeating it.
• Application Lesson- is "where the rubber meets the road."
It is also essential to effective language teaching. After a
new language skill has been introduced and presented by
the teacher, and practiced by the students, the lesson is far
from over.
Three Phases Of Developing a Lesson

1.The Initial Phase- answers the question of what you’ll be

teaching. It may be helpful to think of it as planning out
your learning objectives. Ask yourself what your students
should be able to do by the end of the lesson, and then
backtrack and ask yourself what your students will need in
order to accomplish those goals.
2. The lesson Proper- is when you answer how you will
accomplish your learning objectives. This includes
deciding on and planning out your activities, lectures,
group projects, homework, etc. It may result in a formal
lesson plan or simply a to-do list or course of action. How
you decide to record your plan is up to you and the
expectations you have to meet.
After all, you already have learning objectives, whether formal or
informal, in front of you to work off of.

3. The concluding phase- refers to the time you commit to

reflecting on the lesson you taught, strategizing based on that
lesson, and thinking about the upcoming class. Lesson planning
should never end with a piece of paper. Not only are there things
that you have to prepare for your lesson plan,
but there is a lot of planning that should take place after you
teach the lesson. How you learn from your mistakes,
replicate your victories, and strategize for your next class is
up to you. There is no right or wrong answer, but the
concluding phase gives you the space and time learn from
both your victories and mistakes, which is an invaluable tool
for both you and your students.
ASSESSMENT
 Is the ongoing process of interpreting the evidence
of what student can do

Means finding out what students know and are

able to do. Its emphasis is on observation of what is
happening now.
PURPOSE OF ASSESSMENT

is to gather relevant information about student performance or progress,

or to determine student interests to make judgments about their learning
process.

Student assessment Is necessary because:

Student assessment Is necessary because:

1.Throughout a lesson or unit, the teacher might want to check for

understanding by using a formative assessment. Students who are
experiencing difficulties in learning may benefit from the administration
of a diagnostic test, which will be able to detect learning issues such as
reading comprehension problems, an inability to remember written or
spoken words, hearing or speech difficulties, and problems with hand–
eye coordination.
2.Students generally complete a summative assessment after
completing the study of a topic. The teacher can determine
their level of achievement and provide them with feedback on
their strengths and weaknesses. For students who didn’t
master the topic or skill, teachers can use data from the
assessment to create a plan for remediation.
3.Teachers may also want to use informal assessment
techniques. Using self-assessment, students express what
they think about their learning process and what they
should work on. Using peer assessment, students get
information from their classmates about what areas they
should revise and what areas they’re good at.
TEACHING
STRATEGIES
BRAINSTORMING is used when there is an issue
that has to be clarified or a problem that calls for
a solution. The basic design of a brainstorming
session is presenting an open situation and
creating an environment where students feel free
to contribute their ideas without fear and failure.
PURPOSE OF BRAINSTORMING:
Is to get as many ideas to the
surface as possible, no matter
how unusual they may seem.
DISCUSSION It is students’ exchange and
share ideas about the lesson or about the
assigned task. When planned properly, it can
provide the students activities that will help
develop thinking skills and allow them to
engage in higher-level thinking.
THREE WAYS IN CONDUCTING DISCUSSION:

1. Whole-class Discussion -All students in the class exchange and

share ideas about given topic with the teacher as a leader.

2. Small-class Discussion -This provides teachers opportunities to

note students’ behavior, attitudes, and abilities to express ideas.
Teachers find discussion situations as valuable source of information
about students’ needs, personalities and backgrounds.
3. Panel Discussion - This strategy affords the
presentation of a variety of perceptions on a single
topic.
DEMONSTRATION this strategy designates
the teacher or a designated individual to
model the behavior of presentation,
analysis and synthesis. It calls for a carefully
planned presentation that shows how to
perform an act as a procedure.
FAMILIAR DEBATE this strategy in which two sides of an
issue are presented and argued by two or more
individuals within a given time period. This is formal
approach in which oral presentations are made by
members of two opposing teams on topics pre
assigned and researched, and the speeches are
followed by rebuttals from each other
CLASS DEBATE Instead of having
two contending parties, it involves
seven members in a group assigned
to debate on a topic.
RESPONSIBILITIES OF EACH MEMBER TO PERFORM
(Armstrong,1980)
“PRO” position is the defenders’ attempt to marshal
evidence in support of the proposition being debated.
“CON” position seek to find evidence and develop a line
of logic that opposes the proposition being debated.
SKEPTICAL CRITIC seeks to find information that will be
useful in attaching both arguments of the “pro” and the
“con” sides.
MOCK TRIAL this strategy helps students develop
concepts of justice, learn key aspects of curriculum
procedure, analyze issues, interpret facts, and
evaluate decisions. In the conduct of mock trial,
students need to know the roles of judges, attorneys,
and witnesses as well as classroom procedures and
rules of conduct.
ROLE PLAYING this strategy is used when resolving
problems or dilemmas and in creating empathy and
understanding for another person’s views or behavior.
The process enables students to identify with others in
a variety of situations, develop empathy, concern for
others, and other personal behaviors by having a
student enact an incident or situation.
SIMULATION

✓ provides students with activities that are designed to

provide lifelike problem-solving experiences. 
✓They provide a representation of some phenomenon,
event, or issue that actually exists or existed in the real world.
✓It can represent historical events,
international affairs, family problems, military
operations, schools, politics, or any activity
✓They permit students to perform vicariously
expressive roles in decision making. It
provides participants with an illusion of
involvement in reality
LECTURE it is a well-prepared oral presentation of
a lesson by the teacher. This most widely used
exposition strategy when properly organized and
planned for. This is a teacher-directed strategy
designed to help learners understand relationships
in organized bodies of knowledge.
THANK
YOU!!!