Management of Instruction

 Determining and Formulating Goals/ Objectives

 Selection and organization of Content
 Selection and Use of Strategies
Learning Objectives:

• Design lessons that are anchored to the latest behavioral

category of the 21st learners
• Integrate learned assessment/strategies in crafting lessons
• Device lesson affixed with the appropriate selection and use of
strategies
Topic 1: Determining and Formulating Goals/Objectives

“Begin with the end in mind,” says Covey, the

author of “Seven Habits of effective People”.
Share the objectives of the lesson with the students

Lesson objectives must be in the two or three domain-

knowledge:
(cognitive) skill, (psychomotor) and values (affective).
Topic 1: Determining and Formulating Goals/Objectives

Work on significant and relevant lesson objectives.

Lesson objective must be aligned with the aims of education

Aim at the development of critical and creative thinking

For accountability of learning, lesson objectives must be SMART,

  Taxonomy of Objective
• Knowledge or recall – knowledge of terminology and, conventions, trends and
sequences, classifications and categories, criteria and methodologies,
principles, theories, and structures; e.g to identify the capital of the Philippines
• Comprehension – relate to translation, interpretation, and extrapolation; e.g to
interpret a table showing the population density of the world
• Application – use of abstractions in particular situations; e.g. to predict the
probable effect of a change in temperature on a chemical
• Analysis – objectives relate to breaking a whole into parts; e.g. to deduce
facts from a hypothesis
• Synthesis – putting parts together in a new form such as a unique
communication, a plan of operation, and a set of abstract relations; e.g. to
produce an original piece of art
KNOWLEDGE
USEFUL POTENTIAL ACTIVITIES
SAMPLE QUESTIONS
VERBS AND PRODUCTS
·       What happened after...?
·       Tell ·       How many...?
·       Make a list of the main events..
·       List ·       Who was it that...?
·       Describe ·       Make a timeline of events.
·       Can you name the...?
·       Relate ·       Make a facts chart.
·       Describe what happened
·       Locate at...? ·       Write a list of any pieces of
information you can remember.
·       Write ·       Who spoke to...?
·       List all the .... in the
·       Find ·       Can you tell why...?
story/article/reading piece.
·       State ·       Find the meaning of...?
·       Make a chart showing...
·       Name ·       What is...?
·       Which is true or false...?
COMPREHENSION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
·       Explain ·       Can you write in your own ·       Cut out or draw pictures to show a
·       Interpret words...? particular event.
·       Outline ·       Can you write a brief ·       Illustrate what you think the main
·       Discuss outline...? idea was.
·       Distinguish ·       What do you think could of ·       Make a cartoon strip showing the
·       Predict happened next...? sequence of events.
·       Restate ·       Who do you think...? ·       Write and perform a play based on
·       Translate ·       What was the main idea...? the story.
·       Compare ·       Who was the key ·       Retell the story in your words.
character...? Paint a picture of some aspect you
·       Describe
·       Can you distinguish like.
between...? ·       Write a summary report of an
·       What differences exist event.
between...? ·       Prepare a flow chart to illustrate
·       Can you provide an the sequence of events.
example of what you mean...? ·       Make a colouring book.
·       Can you provide a definition
for...?
APPLICATION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
·       Solve ·       Do you know another instance ·       Construct a model to demonstrate how it
·       Show where...? will work.
·       Use ·       Could this have happened in...? ·       Make a scrapbook about the areas of
·       Illustrate ·       Can you group by characteristics study.
·       Construct such as...? ·       Take a collection of photographs to
·       Complete What factors would you change demonstrate a particular point.
·       Examine if...? ·       Make up a puzzle game suing the ideas
·       Classify ·       Can you apply the method used from the study area.
to some experience of your own...? ·       Make a clay model of an item in the
·       What questions would you ask material.
of...? ·       Design a market strategy for your product
·       From the information given, can using a known strategy as a model.
you develop a set of instructions ·       Paint a mural using the same materials.
about...? ·       Write a textbook about... for others.
·       Would this information be useful
if you had a ...?
 
ANALYSIS
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
·       Analyse ·       Which events could have ·       Design a questionnaire to gather
·       Distinguish happened...? information.
·       Examine ·       I ... happened, what might the ·       Write a commercial to sell a new product.
·       Compare ending have been? ·       Conduct an investigation to produce
·       Contrast ·       How was this similar to...? information to support a view.
·       Investigate ·       What was the underlying theme ·       Make a flow chart to show the critical
·       Categorise of...? stages.
·       Identify ·       What do you see as other ·       Construct a graph to illustrate selected
·       Explain possible outcomes? information.
·       Separate ·       Why did ... changes occur? ·       Make a family tree showing relationships.
·       Advertise ·       Can you compare your ... with that ·       Put on a play about the study area.
presented in...? ·       Write a biography of the study person.
·       Can you explain what must have ·       Prepare a report about the area of study.
happened when...? ·       Arrange a party. Make all the
·       How is ... similar to ...? arrangements and record the steps needed.
·       What are some of the problems ·       Review a work of art in terms of form,
of...? colour and texture.
·       Can you distinguish between...? ·       Review a film
·       What were some of the motives
behind...?
·       What was the turning point in the
game?
·       What was the problem with...?
SYNTHESIS
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
·       Create ·       Can you design a ... to ...? ·       Invent a machine to do a specific task.
·       Invent ·       Why not compose a song ·       Design a building to house your study.
·       Compose about...? ·       Create a new product. Give it a name and
·       Predict ·       Can you see a possible solution plan a marketing campaign.
to...?   in relation to...
·       Write about your feelings
·       Identify
·       Construct ·       If you had access to all resources ·       Write a TV show, play, puppet show, role
·       Design how would you deal with...? play, song or pantomime about...?
·       Imagine ·       Why don't you devise your own ·       Design a record, book, or magazine cover
·       Propose way for...?
·       Devise/ Determine ·       to deal with...? ·       Make up a new language code and write
·       Formulate ·       What would happen if...? material suing it.
·       How many ways can you...? ·       Sell an idea.
·       Can you create new and unusual ·       Devise a way to...
  uses for...? ·       Compose a rhythm or put new words to a
·       Can you write a new recipe for a known melody.
tasty dish?
·       Can you develop a proposal
which would...
EVALUATION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
·       Judge ·       Is there a better solution ·       Prepare a list of criteria to judge
·       Select to... a ... show. Indicate priority and
·       Choose ·       Judge the value of... ratings.
·       Decide ·       Can you defend your ·       Conduct a debate about an issue
 
·       Justify position about...? of special interest.
·       Debate ·       Do you think ... is a good or ·       Make a booklet about 5 rules you
·       Verify a bad thing? see as important. Convince others.
·       Argue ·       How would you have ·       Form a panel to discuss views,
handled...? e.g. "Learning at School.".
·       Recommend
·       What changes to ... would ·       Write a letter to ... advising on
·       Assess
you recommend? changes needed at...
·       Discuss
·       Do you believe? ·       Write a report.
·       Rate
·       Are you a ... person? ·       Prepare a case to present your
·       Prioritise view about...
·       How would you feel if...?
·       Determine
·       How effective are...?
·       What do you think about...?
• Evaluation – judging in term so internal evidence or logical consistency and
external evidence or consistently with facts developed elsewhere; e.g. to
recognize fallacies in an argument David Krathwohl (1964) and associates
likewise came up with instructional objectives related to interests, attitudes
and feelings - the affective domain. These include objectives from the
lowest to the highest level:
Receiving – awareness, willingness to receive, selective attention e.g.
to listen attentively during group presentational
Responding – acquiescence, willing response, feelings of satisfaction;
e.g. to contribute to group discussions by asking questions
Valuing – acceptance, preference, commitment; e.g.
to argue over an issue involving health care
Organization – conceptualization of values,
organization of a value system; e.g. to organize a
meeting concerning a neighborhood’s housing
integration plan.
Characterization – generalized set of values,
characterization or philosophy of life; e.g. to join a rally
in behalf of a noble cause.
TOPIC 2: Selection and Organization of Content
Guiding Principles in the Selection and Organization of Content
a) Validity- this means that teaching the content that we ought to teach according to
national standards.
b) Significance- the content must respond to the needs and interest of the learners,
hence meaningful and significant.
c) Balance – content includes not only the facts but also concepts and values.
d) Self-sufficiency- content fully covers the essentials. Learning content is not “mile-
while-and-inch-deep”.
e) Interest- teacher considers the interest of the learners, their developmental
stages and cultural ethnic background.
f) Utility- learned lesson must last long.
g) Feasibility- the content is feasible in the sense that the essential content can be
covered in the amount of time available for instruction.
TOPIC 2: Selection and Organization of Content
Guiding Principles in the Selection and Organization of Content

At the base of the structure of cognitive subject matter, content is fact.

We can’t do away with facts but be sure to go beyond facts by
constructing an increasingly richer and more sophisticated knowledge
base and by working out a process of conceptual understanding.
TOPIC 2: Selection and Organization of Content

Guiding Principles in the Selection and Organization of Content

 Providing opportunities for experimentation

 Presenting the ideas of others
 Emphasizing conceptual understanding
TOPIC 2: Selection and Organization of Content

Guiding Principles in the Selection and Organization of Content

 Subject Matter content is an integration of

cognitive skill, and affective elements
The Structure of Subject Matter Content

Subject matter content is an integration of cognitive, skill,

and affective elements. While our subject matter content
comes in three domains, these three domains should not be
treated as though there was a clear dividing line among them.
Cognitive (Ormord, 2000)
•Fact – an idea or action that can be verified.
Example – names and dates of important activities, population of the Philippines
•Concept – a categorization of events, places, people, ideas.
Example – the concept furniture includes objects as chair, tables, beds, and desks. The concept swim
encompasses different actions like breast stroke, crawl, butterfly that involve propelling oneself through
water.
•Principle – relationship (s) between and among facts and concepts. These arrived at when similar
research studies yield similar results time after time.
•Hypothesis – educated guesses about relationships (principles). Example – For lower division
undergraduate students, study habits are better predictor of success in a college course than is a measure
of intelligence or reading comprehension.
•Theories – Set of facts, concepts and principles that describe possible underlying unobservable
mechanisms that regulate human learning, development, and behavior. They explain why these principles
are true.
Skills
Thinking Skills – These refer to the skills beyond recall and comprehension. They are
skills concerned with the application of what was learned, (in problem-solving or in real
life) synthesis, evaluation and critical and creative thinking.
Divergent thinking. This includes fluent thinking, flexible thinking, original thinking and
elaborative thinking.
Convergent thinking – it is narrowing down from many possible thoughts to end up on a
single best thought or an answer to a problem.
Problem Solving – Problem solving is made easier when the problem is well-defined. “
The proper definition of a problem is already half the solution.” It is doubly difficult when
the problem is ill-defined. When it is ill-defined, then the first thing to teach our students is
to better define the problem. Here are some techniques (Ormord, 2000)
Metaphoric thinking – This type of thinking uses analogic thinking, a
figure of speech where a word is used in a manner different from its
ordinary designation to suggest or imply a parallelism or similarity.

Critical thinking – It involves evaluating information or arguments in

terms of their accuracy and worth. (Beyer, 1985) It takes a variety of
forms – verbal reasoning, argument analysis, hypothesis testing and
decision making.
Verbal reasoning – An example is evaluating the persuasive techniques
found in oral or written language. You employ this when you evaluate the
reliability and the truth of advertisements that bombard you everyday.
Argument analysis – You are engaged in this critical thinking process when
you discriminate between reasons that do and do not support a particular
conclusion.
Hypothesis testing – It is evaluating the value of data and research results
in terms of the methods used to obtain them and their potential relevance to
particular conclusions. Decision making – We are engaged in critical thinking
when we weigh the pros and cons of each proposed alternative approach.
Creative thinking – This type of thinking involves “producing something that
is both original and worthwhile. (Stenberg, 2003) It is original thinking, one
type of divergent thinking. It is the process of bringing something new into
birth. It is seeing new relationships and the use of imagination and
inventiveness.

Manipulative Skills – there are courses that are dominantly skill-oriented like
Computer, Home Economics and Technology, Physical Education, Music and
the like. In the biological and physical sciences manipulative skills such as
focusing the microscope, mounting specimens on the slide, operating simple
machines and other scientific gadgets, mixing chemicals are also taught.
Lesson Planning

In learning the content of a subject matter, lesson

planning is the most appropriate example of measuring
the application of the learned guidelines, application of
skills to be developed as well as the appropriate
activities and assessment.
Lesson planning preparation is a systematic process that involves pre-
planning, active planning, review planning, and closure planning.
• The pre-planning phase – as an initial stage, teacher conceptualizes,
envisions the possible outcomes, and thinks of the best activities and
approaches to employ. It is a listing down of the tentative plans for
teaching that will demand consideration of the conditions that effect
an effective teaching-learning process that includes aims, goals, and
students’ interest, need content, and scope.
• Active Planning Phase- this is actual writing of the lesson plan. It is in
this phase that final decisions are made as to content strategies,
activities, and instructional materials.
Review Planning Phase- here the teacher addresses the need for
finding out how well the objectives can be carried out and if there
are need to be adjust in anticipation of how the students will be
able to retain what will be taught and give possible responses to
stimulus, materials, and new experiences.
Closure Planning Phase- this is where planning for evaluation is
done. A set of criteria is drawn to facilitate pre- identification of
objectives and the extent by which such objectives may be
attained. This phase involves determining possible areas for
developing learning competencies.
Thank you!