TEACHING SOCIAL STUDIES

Lesson 5: Basics of
Instructional Planning
Submitted By: Clarisse E. Cabrera
 LESSON OBJECTIVES

01 02
Describe the process of Differentiate the types of
instructional planning instructional planning

03 04
Develop a unit plan for
Explain the importance of one grade level based
instructional planning on the K to 12
Curriculum Guide for
Social Studies
 INTRODUCTION
You and your college friends booked a trip to
Coron, Palawan which is scheduled in less than
two months. How would you plan your
excursion? A month before the trip, it is best if
you have reserved a hotel or inn where you will
be staying. If you plan on availing a tour
package, you should have coordinated your
itinerary with them a week before the trip.
Finally, a day before the trip, you should have
packed your bags and ensured that you have
your travel essentials with you. Coming up with a
detailed plan will ensure that your itinerary is
organized, and you and your friends will fully
enjoy your vacation.
Instructional planning is very much the
same as planning for a trip. There are
things that should be prepared and
considered in different stages of the
school year- some before the year starts,
some before a particular quarter, and
others before the actual lesson. Having a
detailed plan is also beneficial if you
want to organize classroom instruction,
maximize time for teaching and learning,
and have a fun-filled and productive
school year.
 First, it is important to understand
what instructional planning is.

Instructional planning is the process of systematically planning,

developing, evaluating, and managing the instructional process by
using principles of teaching and learning.

 Department of Education (2016)

The teacher attempts to organize the different ingredients of

learning with the end goal in mind: to ensure that students attain
the set curricular goals. This process is ideally done before a
lesson, unit, quarter, semester, or school year. However, it is
important to note that instructional planning is a continuous
process. Plans can be modified or made flexible in order to
accommodate the varied needs of learners.
 For instructional planning to be considered
effective, it is important for teachers to
address these three questions:

1. What should be taught?

2. How should it be taught?

3. How should instruction and student

learning be assessed?
 In planning for effective
instruction, two vital
characteristics are expected
of teachers;
 They must be informed
decision-makers.

They need to be fully familiar with the

curriculum in order to determine which
topics should be given greater emphasis
and how standards and competencies
could best be realized. They also need to
have an idea of their students' prior
knowledge, aptitude, and interests which
will be beneficial in choosing appropriate
techniques and strategies that will
facilitate learning.
 Teachers must be
reflective practitioners.

02 After delivering an instructional

plan, they need to revisit the
curricular standards and
competencies and ensure that these
are attained. They also need to track
student progress and ponder which
techniques and strategies should be
retained or discarded.
 Types of Instructional
Planning
Instructional planning takes on many forms. One way of
categorizing it is by looking at the time frame for planning.
Under this, three classifications arise;
long- range planning, unit planning, and lesson planning.
 A. Long-range Planning
This type could prove to be the most challenging for beginning teachers, especially since
this involves planning for the whole year.
• At this point, it is important for teachers to do a curriculum mapping, the process
of determining when you will teach each topic or concept (Beal and Bolick, 2013).

• Utilizing the curriculum guide, textbooks, and other available resources, it is

imperative to ask ourselves:

 How is it best to divide the topics and standards into quarters and/or
semesters?

 Which lessons should be allotted more time and emphasis?

 How could social studies be integrated with other subjects or with holidays
and celebrations throughout the school year?

• Pondering on these questions before the start of the actual school year is an
important step for teachers to be informed decision-makers.
 In the Philippines, the existing
K to 12 Curriculum Guide for
Social Studies Grades 1-10
was prepared by the
Department of Education.

In curriculum mapping a particular grade

level, it is important to look at the following:

 Grade Level Standard - which states

the overall goal for the year;
 Topic - which describes the general
theme of the grade level; and
 Content - which outlines the
lessons that will be covered.
 The table below shows the information lifted from the Social Studies Grade 1 Curriculum Guide.
Grade Level Standard
Naipamamalas ang kamalayan at pag-
unawa sa sarili bilang kasapi ng pamilya
at paaralan at pagpapahalaga sa
kapaligirang pisikal gamit ang konsepto
ng pagpapatuloy at pagbabaga,
interaksiyon, distansiya at direksiyon
tungo sa pagkakakilanlan bilang
indibidwal at kasapi ng pangkat ng
lipunan at komunidad.
Topic
Ako, ang Aking Pamilya at Paaralan
Ang sarili bilang kabahagi ng pamilya at
paaralan tungo sa pagkakakilanlan
bilang indibidwal at kasapi ng
komunidad, gamit ang konsepto ng
pagpapatuloy direksiyon at pagbabago,
interaksiyon, distansiya at ang
pagpapahalaga sa kapaligirang
pisikal at paaralan.
Content
I. Ako ay Natatangi
A. Pagkilala sa Sarili
B. Ang Aking Kuwento
C. Pagpapahalaga sa Sarili
II. Ang Aking Pamilya
A. Pagkilala sa mga kasapi ng Pamilya
B. Ang Kuwento ng Aking Pamilya
C. Mga Alituntunin sa Pamilya
D. Pagpapahalaga sa Pamilya
II. Ang Aking Paaralan
A. Pagkilala sa Aking Paaralan
B. Ang Kuwento ng Aking Paaralan
C. Pagpapahalaga sa Paaralan
IV. Ako at ang Aking Kapaligiran
A. Ako at ang Aking Tahanan
B. Ako at ang Aking Paaralan
C. Pagpapahalaga sa Kapaligiran
 The current curriculum guide for every grade level already divided the
content into four quarters, each one revolving around a specific theme.

● While this is indeed helpful in planning the whole year, it is important to

note that curriculum guides exist as mere guides.

● Students have different pacing and diverse needs which should

ultimately be considered in curriculum mapping.

● Reflective teachers take into account these factors and do not just teach
for the purpose of covering all the topics.

● Moreover, reflective teachers ensure that the goals they set for
themselves and their students for the school year are aligned with the
Grade Level Standards and Topic.

● It is important to revisit these goals often and use them to monitor,

implement, and assess their instruction.
 B. Unit Planning
• A unit is a major division of the year-long plan. It is a cluster of related lessons organized around a central
topic, theme, issue, or problem and developed in a logical sequence (Beal and Bolick, 2013; Ellis, 2010).
• It can be designed for any length of time, some ranging for just a week while others cover a whole quarter.
• Let's look at the K to 12 Curriculum Guide for Social Studies for examples of units.

• In the Grade 1 curriculum, each quarter can be considered a unit. The first quarter revolves around the
self (Ako ay Natatangi), the second quarter focuses on the family (Ang Aking Pamilya), the third
quarter talks about their school (Ang Aking Paaralan), and the fourth quarter discusses their
immediate environment (Ako at ang Aking Kapaligiran)

• Meanwhile, in the Grade 6 curriculum, a quarter may contain a number of units. The overall theme of
the first quarter is "Kinalalagyan ng Pilipinas at ang Malayang Kaisipan sa Mundo."

However, it can be subdivided into three units:

a) Kinalalagyan ng Pilipinas;

b) Kilusang Propaganda, Katipunan, at Himagsikan; and

c) Panghihimasok ng mga Amerikano.

 While the quarter follows a chronological progression,
it is necessary to come up with smaller units since each
subdivision revolves around different themes and issues.

● While the existing curriculum is already divided

into units, teachers should practice good decision-
making in developing and organizing units.
 In planning a unit, Beal and Bolick (2013) recommend taking into
account the following elements and processes:
1. Unit Title. Develop an idea or adopt a topic for study
and translate it into a brief, clear statement of your theme
or problem focus.
2. Time Requirement. Determine approximately how much
time will be spent on the unit.
3. List of Topics. Brainstorm and break the big idea or
theme for the unit into a set of more specific ideas and
subtopics.
4. Target Students. Indicate for which group of students or
grade levels the unit is intended. Include them in the
planning by allowing them to identify big questions and
issues of interest to them.
5. Rationale. Construct a brief overview of what the unit is
about and why it is important to learn it.
6. Goals. Identify a goal or set of basic goals that the
unit will be designed to accomplish.
7. Objectives. Outline the specific objectives that enable
the goals to be accomplished. Make sure to arrange
them in logical and sequential order.
8. Teaching Strategies. Identify and develop related
significant teaching strategies and activities.
9. Resources. Identify, locate, and organize all the
individuals and the instructional resources that are
available and will be needed.
10. Evaluation Procedures. Develop a plan to evaluate
the effectiveness of the unit. Include formal and
informal assessment.
 C. Lesson Planning
This document serves as an outline of what you will be teaching in a given day or days. It
should follow a logical sequence that will facilitate maximum learning for students.
• To illustrate how a unit can be broken down into • In the Philippines, lesson planning is a major
different lessons, let us go back to the curriculum requirement for teachers in basic education. Newly-
hired teachers are required to prepare a daily Detailed
guide for Social Studies Grade 1.
Lesson Plan (DLP) during their first year, while those
with at least one year of teaching experience are
• The first quarter/unit, which is Ako ay Natatangi, can expected to fill out a Daily Lesson Log (DLL). The table
be broken down into many lessons based on the given below shows the definition of the DLP and the DLL
learning competencies. For the first two days, the based on DepEd Order No. 42, s. 2016.
teacher may focus on achieving competency no. 1,
"Nasasabi ang batayang impormasyon tungkol sa sarili:
pangalan, magulang, kaarawan, edad, tirahan,
paaralan, iba pang pagkakakilanlan at mga katangian
bilang Pilipino," and entitle the lesson "Mga Batayang
Impormasyon tungkol sa Aking Sarili.“
 The Importance of
Instructional Planning
 To some teachers, instructional planning is a burdensome
task. In the Philippines, teachers accomplish many paper
works, attend to school meetings and parent-teacher
conferences, check students' outputs, serve as class advisers
or club moderators, and perform various teaching and non-
teaching duties. As such, instructional planning is not given
priority or is done hastily. Why, then, is it important for us
teachers to allot ample time for planning? How will this
activity benefit us?
 First and foremost, planning gives the lessons focus and direction. In planning a
year- long curriculum, quarterly unit, or daily lesson, teachers contemplate on the
standards, goals, and objectives of the subject. The selection and highlighting of
themes, topics, and ideas should always lead to the overall goal of the program.
As educator Stephen Covey said, we should “begin with the end in mind”.

Second, thought-out planning is way better than on-the-spot teaching. Plans help
teachers to remain focused during instruction, especially when lessons go off-topic
due to students' questions and recitations.
 However, it is important also for teachers to seize "teachable
moments," those unplanned opportunities which arose from students'
queries and opinions that broaden and deepen the scope of the lesson.

Such detours can be of great help especially in connecting the lesson to

the personal lives of students. In this case, written plans can help
teachers get back on track as quickly and smoothly as possible after
going on such detours.
 Planning can also help counter classroom management problems.
Teachers who plan can foresee how to enforce discipline in the
classroom to handle students' misbehaviors. Coming up with a
checklist of instructional materials in planning will also help teachers
to prepare them in advance and maximize their utilization in the
classroom.

In this case, planning develops a teacher's confidence by making

him/her feel prepared and organized in the execution of the lesson.
 Lastly, planning also facilitates teacher reflection. After implementing
the plan, it is important for teachers to evaluate the experience, learn from
their mistakes, repeat effective strategies, and modify for future
instruction.

They should contemplate if they were able to meet the standards, goals,
and objectives and determine if there are more successful ways of
achieving their target.
 INSTRUCTIONAL
PLANNING
Instructional planning is an important activity
for those who aspire to be effective teachers. In
the words of Ellis (2010, p. 120): "Careful
planning empowers you. It makes you a true
professional. Careful planning helps distinguish
teachers who do it from those who, content with
mediocrity, merely make their way through
textbooks with no strategic vision, occasionally
hitting on a good activity here and there. That's
not teaching; that's monitoring."
Thus, amidst the multitude of teaching and non-
teaching tasks assigned to teachers, instructional
planning should always be a top priority.

END OF LESSON 5: Basics of

Instructional Planning

BY: Clarisse E. Cabrera

TEACHING SOCIAL STUDIES

Lesson 6: Things to
Consider in Planning
Instruction
Submitted By: Clarisse E. Cabrera
 LESSON OBJECTIVES

Discuss the different things that

01 04
Incorporate differentiation in
should be considered in planning
planning a social studies activity
instruction and explain their
importance
Differentiate declarative and

02
Reflect on one's technological
procedural knowledge and give
examples that are found in the
elementary social studies
05 pedagogical content knowledge
(TPACK)
curriculum

03
Write instructional objectives in
elementary social studies that
adhere to Bloom's Taxonomy of
the Cognitive Domain
 INTRODUCTION
In this lesson, we will continue to compare
The same thing can be said about
instructional planning to planning your vacation.
In planning a trip to Coron, you and your friends instructional planning. There are many
need to take many things into consideration.
things that you have to consider in
You have to check the weather for the duration
of your stay since it will determine the clothes order to deliver a successful unit or
you will wear and the things you will bring. You
lesson. In this chapter, you will learn six
also need to take into account your and your
friends' interests which will ultimately decide of these things content, objectives,
your activities. Some of you might want to try
classroom environment, materials,
snorkeling and island hopping while others might
prefer staying on the beach and sunbathing. Your students, and teacher. All of these
length of stay is also a crucial element because
elements are crucial in planning for
you have to schedule your activities accordingly if
you want to maximize your stay on the island. effective instruction.
 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 may 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.
 1. 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  PROCEDURAL KNOWLEDGE

Declarative knowledge entails knowing about
something. It comes in the form of facts,
concepts, and generalizations.
e.g., a class, identifying the elements is an
example of declarative knowledge. Other
example is in history, knowing the significant
heroes and events in the Philippine Revolution.
While procedural knowledge is knowing how to
do something. Such as is in the form of skills.
e.g., determining the absolute location of the
Philippines on the world map is an example of
procedural knowledge. Another example is
critically analyzing primary sources from this
period.
Why, then, is it important to distinguish between declarative and
procedural knowledge in instructional planning?

Basically, it helps teachers 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 knowledge and prioritize rote memorization of people,
places, events, and other details in instruction and assessment.

This should not be the case at present, especially that the K to 12 curriculum framework
for social studies also highlights procedural knowledge in the form of critical
competencies and skills. The following table 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 21st century skills.
 2. OBJECTIVES

An objective is a specific statement of a learning outcome. It describes what we

want our students 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 be achieved in weeks, quarters, year, or years. The next table
shows examples of different levels of standards in the social studies curriculum.
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 sa pag-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 sa pag-unlad ng
komunidad.

While 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 hierarchical
ordering of intellectual skills from the
basic recall of facts to high-level
processing of information.
 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.
3. 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 by 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 another.
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.
 Rules 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 front
instead of giving them directly to the teacher, and getting a pass before
going to the restroom.
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. support students in following them;
6. teach the students what each rule means.
7. acknowledge students for following them, and
8. enforce them consistently
 4. 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, photos), media equipment (LCD projector, laptop), tools
(compass, ruler), realia (artifacts, coins), print sources (song lyrics, documents), and manipulatives
(puzzles, globe).

• In selecting instructional materials, Sousa (2001) recommends that teachers should use materials that
appeal to the different senses. As much as possible, the senses of hearing, sight, and touch should be
tapped since these contribute the most to learning.
 4. MATERIALS
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 ready 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.

 5. 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:
 5. STUDENTS
1. Student readiness. This refers to the ability level of a student 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 utilize 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 baring 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 the most famous is Howard Gardner's Multiple
Intelligences. This theory suggests that students have at least nine intelligence preferences-verbal/ intelligence,
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 is 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 write 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.
 5. 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), a teacher's knowledge is comprised of three

components: content knowledge, pedagogical knowledge, and technological knowledge.

 Content knowledge
It 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
It 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 practices.

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
It 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 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, 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.

END OF LESSON 6: Things to Consider in

Planning Instruction

BY: Clarisse E. Cabrera