INSTRUCTIONAL PLANNING MODELS

INSTRUCTIONAL PLANNING MODELS - Models for instructional planning help define the elements and activities
that should be used to guide the development of instruction. The models listed below are only a few different
types of models that could help in instructional planning.
ADDIE MODEL
Because of it’s simplicity and usefulness, the ADDIE model is one of the most popular. The concept has long been
utilized not only in classrooms but also in training programs and curriculum analysis. Each of the model’s phases
produces a result that will be used in the next phase. The following elements make up the model:
ANALYSIS
• Establish instructional goals and objectives.
• Determine the learning environment.
• Identify learners’ existing skills and knowledge.
Key Questions:
• Who are the learners?
• What learning outcomes are expected?
• What constraints exist?
• What materials are available?
• How much time is available?
DESIGN
• Create an outline of the instruction.
• Develop learning objectives, content, strategies, activities, materials, assessments, and media.
• Organize instruction logically and sequentially.
• Plan how the lesson will be delivered.
DEVELOPMENT
• Construct all activities, materials, media, and content based on the design phase.
• Consider delivery methods determined during the design phase.
IMPLEMENTATION
• Deliver the instruction to the learners.
• Observe learners’ reactions.
• Ensure all equipment and materials (e.g., computers, storage devices, internet connections) are complete and
operational.
EVALUATION
• Analyze learners’ scores and notes from the implementation phase.
• Make necessary adjustments for future sessions.
Key Questions:
• Were the learning objectives attained?
• What worked well and what didn’t?
• What can be improved in the next lesson or session?
KEMP DESIGN MODEL
The Kemp Design Model, also known as the Morrison, Ross, and Kemp Model, is a flexible, non-linear approach to
instructional design. It’s circular structure allows for starting the design process from any element.
Key Elements:
1. INSTRUCTIONAL PROBLEMS - Determine goals and identify potential instructional issues.
2. LEARNER CHARACTERISTICS - Understand learner traits and characteristics.
3. TASK ANALYSIS - Clarify course content and analyze task components.
4. INSTRUCTIONAL OBJECTIVES - Define objectives and desired learning outcomes.
5. CONTENT SEQUENCING - Structure instructional content logically and sequentially.
6. INSTRUCTIONAL STRATEGIES - Design strategies to help learners achieve the objectives.
7. DESIGNING THE MESSAGE - Plan the instructional message and delivery mode.
8. INSTRUCTIONAL DELIVERY - Develop tools to effectively achieve goals, considering available materials.
9. EVALUATION INSTRUMENTS - Create formative and summative assessments to evaluate goal attainment.
ARCS MODEL
The ARCS Model, created by John Keller in the 1980s, emphasizes learners’ motivation and engagement during
instruction. It consists of four key components:
ATTENTION
• Capture learners’ interest and curiosity.
• Use varied instructional techniques like storytelling, questioning, and interactive activities.
RELEVANCE
• Relate content to learners’ needs and experiences.
• Show the practical application of the content in real-world scenarios.
CONFIDENCE
• Build learners’ confidence through clear objectives and feedback.
• Provide opportunities for success and control over the learning process.
SATISFACTION
• Ensure learners feel a sense of accomplishment.
• Use rewards and recognition to reinforce positive outcomes.
DIFFERENTIATED INSTRUCTION - Tailoring instruction to meet individual learners’ needs.
Quote by Carol Ann Tomlinson: “Differentiated instruction is a means of tailoring instruction to meet the learners’
individual needs.”
DIFFERENTIATING INSTRUCTION VIA CONTENT
Differentiating instruction via content involves modifying the material presented to students to cater to different
learning needs. Here are four methods:
1. COMPACTING THE CURRICULUM - Focus on what learners already know and highlight areas they haven’t
mastered yet.
- Benefits: Prevents repetition and keeps advanced learners engaged.
2. LEARNING CONTRACTS - Individual agreements between teacher and learner (or parents) granting freedom in
return for meeting expectations.
- Benefits: Promotes self-paced learning and responsibility.
3. TIERED LESSONS - Adapt lessons to different skill and competency levels.
Steps to Develop Tiered Lessons:
- Choose activities based on essential learnings, considering readiness, interests, learning styles, and talents.
- Ensure activities are interesting and relevant.
- Chart the complexity of activities.
- Provide a range of materials and expressions, matching tasks to learners’ styles and readiness.
4. LEVELED TEXTS - Provide content at learners’ reading readiness levels.
- Benefits: Ensures comprehension and engagement for diverse reading abilities.
DIFFERENTIATING INSTRUCTION VIA PROCESS
Differentiating instruction via process involves how teachers teach and process lessons to accommodate diverse
learners. Here are three strategies:
1. CUBING - Examines a topic from six different perspectives to understand its complexity.
• Describe it
• Compare it
• Associate it
• Analyze it
• Apply it
• Argue for and against it
2. RAFT (ROLE, AUDIENCE, FORMAT, TOPIC) - Helps learners develop a clear sense of purpose in writing by
considering:
• ROLE: Who is the writer?
• AUDIENCE: Who will read the writing?
• FORMAT: What format will the writing take?
• TOPIC: What is the subject matter?
3. GRAPHIC ORGANIZERS - Uses visual means (diagrams) to display information, showing relationships between
concepts.
• Enhances understanding by combining text and visuals.
• Useful for organizing and summarizing information.
KWL CHART
K (Know): What the learner already knows about the topic.
W (Want to Know): What the learner wants to know.
L (Learned): What the learner has learned after the lesson or activity.
Usage: Helps organize prior knowledge, set learning goals, and reflect on learning outcomes.
SEQUENCE CHART - A visual organizer that shows the order of events or steps in a process.
Usage: Useful for understanding processes, timelines, or the sequence of actions in stories or historical events.
CONCEPT MAP - A diagram that represents relationships between concepts.
Usage: Helps in organizing and structuring knowledge. Useful for brainstorming, visualizing complex ideas, and
showing connections between concepts.
FISHBONE DIAGRAM - A tool used to identify the root causes of a problem.
Structure: Main “spine” represents the problem; “bones” branch off to show possible causes in categories (e.g.,
people, processes, materials).
Usage: Effective for problem-solving and identifying contributing factors to an issue.
COLLABORATIVE LEARNING
COLLABORATIVE LEARNING - is an educational approach that involves groups of learners working together to solve
a problem, complete a task, or create a product.
BENEFITS:
1. Active Learning - Organizing thoughts, presenting arguments, demonstrating points, and defending arguments.
2. Learning from Different Perspectives - Exchanging ideas with peers from various backgrounds.
3. Receiving Criticisms and Advice - Improving one’s own work through peer feedback.
4. Teaching Critical Thinking - Encouraging quick synthesis and completion of tasks.
5. Developing Public Speaking and Active Listening Skills - Enhancing communication ease and idea sharing.
EXAMPLES OF COLLABORATIVE LEARNING ACTIVITIES FOR ENGLISH CLASSES
THINK-PAIR-SHARE
• Pose a Question: Teacher poses a question that requires analysis, evaluation, and synthesis.
• Think: Learners take a few minutes to think and prepare a response.
• Pair: Learners share their responses with a partner or group.
• Share: Groups present their collective answers to the class.
DEBATE
• Group Formation: Learners form groups of three.
• Proposition: Teacher presents a proposition to the class.
• Role Assignment: Each learner takes a role: affirmative, negative, or evaluator.
• Debate and Summarize: Conduct the debate and debrief with the class.
GROUP PROBLEM-SOLVING
• Present a Problem: Teacher gives a real-world problem relevant to learners.
• Guidance: Provide some structure or guidelines, but allow students to solve it.
• Discuss Solutions: Evaluate the pros and cons of each group’s solution with the class.
PROJECT-BASED ACTIVITIES/LEARNING
Project-based learning (PBL) involves presenting learners with projects that require active exploration of real-
world challenges and problems.
Steps:
1. Present the Project:
- Introduce the project at the beginning of the lesson/unit.
- Alternatively, allow the class to brainstorm and choose a project based on the lesson/unit.
2. Group Work:
- Divide the class into groups of four or five.
- Provide a timeline with milestones for project completion.
3. Project Presentation:
- Have groups share their completed projects and experiences.
- Facilitate a class discussion to process these experiences.
Example Activity:
- Form groups of three members.
- Discuss the pros and cons of using collaborative learning in the classroom.
- Share ideas with classmates.
GAMIFICATION IN TEACHING ENGLISH
The integration of game-like mechanics (such as points, badges, and rankings) in non-gaming scenarios, like
classrooms, to enhance learning and engagement.
4 Elements of Gamification in Teaching English
1. ENGAGEMENT - Integrates game elements to capture and maintain interest.
- Examples: Points, badges, leaderboards.
2. OPPORTUNITY FOR PRACTICE - Provides chances to practice language skills through interactive activities.
- Examples: Language games, quizzes, role-playing.
3. ASSESSMENT - Uses game-based methods to evaluate progress.
- Examples: Gamified quizzes, competitive activities.
4. FEEDBACK - Offers insights on performance and areas for improvement.
- Examples: Instant feedback, peer reviews.
Steps that could be taken to gamify the lessons:
1. Survey Learners
- Identify where learners face challenges.
- Understand learners’ interests and preferences.
- Use surveys to gather insights on what engages learners.
2. Define Learning Goals
- Set clear learning and behavior goals.
- Allow learners to choose their paths to achieve these goals.
3. Structure the Gamified Experience
- Incorporate gaming elements like experience points (XP).
- Organize lessons into stages or levels.
4. Identify Resources
- Determine the necessary resources for activities.
- Organize learners into groups for collaborative work.
5. Apply Feedback Mechanism
- Provide immediate feedback on progress.
- Use rewards such as praises, stars, or stamps.
 CHAPTER 4: ASSESSMENT STRATEGIES FOR ENGLISH
ASSESSMENT IN LEARNING ENGLISH
- Assessment helps teachers determine how much learners have learned.
- More than just measuring knowledge capture, it informs teaching strategies.
Types of Assessment:
ASSESSMENT FOR LEARNING - Identifies learners’ background knowledge and tracks progress.
- Focus: Formative, ongoing feedback to improve learning.
ASSESSMENT AS LEARNING - Centers on learner self-reflection and planning next steps.
- Focus: Learner-centered, reflective, and self-assessment.
ASSESSMENT OF LEARNING - Evaluates learners’ knowledge and competencies.
- Focus: Summative, measuring achievement against standards.
What is Assessed?
1. Content Standards: Essential understandings learners should know.
2. Performance Standards: Skills and abilities learners must demonstrate.
3. Learning Competencies: Knowledge, skills, and attitudes demonstrated in lessons.
4. Concept Development: Progress in attaining standards.
How are Learners Assessed?
- Based on daily activities, interactions, presentations, projects, and assignments.
Assessment Cycle:
1. Define learning outcomes.
2. Create assessment activities.
3. Analyze learners’ results.
4. Adjust future lessons based on results.
SUMMATIVE ASSESSMENT
- Evaluates learner performance at the end of a quarter, term, or year.
- Helps teachers understand how learners fare against set standards in the curriculum.
- Typically the basis for grades.
PROCESS:
1. Define Learning Outcomes: Establish standards or competencies to be assessed.
2. Create Assessment Activities: Design tasks to measure learning outcomes.
3. Collect and Analyze Results: Gather data and evaluate learner performance.
4. Adjust Future Lessons: Use assessment results to refine teaching strategies.
Examples:
- Periodic/Quarterly examinations
- Final project or creative portfolio
- Final performance, demonstration, or report
- Chapter tests or end-of-unit tests
- Standardized tests (e.g., NAT, NCAE)
FORMATIVE ASSESSMENT
- Formative assessment helps ensure learning objectives are instilled in learners.
- Unlike summative assessment, which evaluates performance for grading, formative assessment determines
what learners know as they are learning.
- Provides information to make informed decisions on future instruction.
Key Points:
Purpose: Gather information on learner performance to guide instruction.
Nature: Ongoing and not usually graded.
Planning: Must be strategic and well-planned to be effective.
Function: Formative assessment refers to the function of using evidence from assessments to inform teaching.
Where am I going?
Objective: Help learners understand the learning objectives and goals of the lesson or unit.
Examples:
- “I can identify a sequence of events (beginning, middle, and end) in a story.”
- “I can draw and write sentences about these actions using signal words to indicate the sequence.”
Where am I now?
Objective: Provide regular progress checks towards learning objectives.
Strategies:
- Oral recitation
- Questioning
- Project outputs
- Surveys
- Raising hands or thumbs
- Writing activities
Effective Feedback in Formative Assessment
Writing as Formative Assessment:
- Helps understand learners’ cognitive processes.
- Uses writing prompts to gather information about learners’ progress.
Importance of Feedback:
- Provides learners with a picture of their success and areas for improvement.
- Essential for helping learners determine how they are faring.
Characteristics of Effective Feedback:
1. Goal-referenced: Indicates if learners are on track to meet learning objectives.
2. Tangible: Learners can learn from it and relate it to the learning objective.
3. Actionable: Concrete, specific, and useful, showing learners what to do next.
4. User-friendly: Uses language that learners can understand, avoiding overly technical terms.
5. Timely: Given at the right time to allow learners to improve their work.
Role of Teachers:
- Provide plans and activities to help learners achieve learning objectives.
- Use formative assessment data to plan and improve instruction, as well as assist learners in their improvement.
TRADITIONAL AND AUTHENTIC ASSESSMENT
- Importance of formative assessment in helping learners stay on track and achieve learning objectives.
- Exploring traditional and authentic assessments used for performance tasks.
TRADITIONAL ASSESSMENT - Conventional methods: quizzes, exams, papers, standardized tests.
- Produces written documents.
- Provides instant numerical scores.
- Emphasizes memorization over complex skill development.
AUTHENTIC ASSESSMENT - Also known as “alternative assessments.”
- Activities that show learners’ abilities with real-world tasks.
- Encourages responsibility, problem-solving, and higher-order thinking skills.
CREATING AUTHENTIC ASSESSMENTS
IDENTIFY STANDARDS/OBJECTIVES – These are statements of what the learners should know and be able to do.
These should be worded in such a way that it is narrow enough to be clear and attainable within a specific time.
SELECT AN AUTHENTIC TASK – The teacher finds a task that can demonstrate their understanding of the lesson to
meet the standard or objective. Again, the task should reflect real-world contexts, and they should be worded in
such a way that is clear for the learners to understand and attain.
IDENTIFY THE CRITERIA FOR THE TASK – The criteria will help the learners determine the level of competence
needed in order for them to determine how good they are performing in the task. A good criterion must be:
o clearly stated
o brief,
o observable and
o written in the language the learners can understand
CREATE THE RUBRIC FOR SCORING – Using the identified criteria, the teacher then creates a scoring rubric to help
the learners rate their own performance in the task.