Instructional planning

and development
MODULE 12
Traditional and Standards-based
planning

A B
 The understanding by design ( UbD ) framework

1. with what does Ubd begin : learning content or standards?

2. Are the broad content standard made specific by the statement of the understanding? goals,
essential questions, student objectives/ outcomes?
3. Is the understanding free to write down any essential question? Or should the essential
question flow from the understanding/goals?
4. Are the essential questions specific or general in nature?
5. Does assessment evidence mean proof /s that the content standards, goal, student outcomes
were attained or not attained?
6. Is the leaning independent of desired result and assessment evidence?
7. Does the learning plan have an objective or outcomes ?
8. Excluding materials and timeline, what are the parts of a learningplan?
9. Is the sequencing of the free last parts of the learning plan also the same in a lesson plan?
 UbD is a Backward design where it is a way to ensure that
short-term plans and actions are aligned with long-term
goals. The basic premise is that, rather than planning your
course day by day, you start at the end of the course (or
unit, or lesson), planning clear outcomes and evaluation
strategies first, and then preparing learning activities and
lessons that will help your students meet those goals.
Important Points To Remember
in Planning Organizing Instruction
1. That our daily teaching-learning is supposed to contribute to the realization of the
vision statement of the DepEd to help develop “Filipino who passionately love their
country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation”.

2. If you belong to a private institution, bear in mind the vision- mission statement.
You teaching- leaning must be aligned to your school’s vision and mission and to that
of DepEd.
3. Consider, too, the Philippine Qualifications Framework (PQF), the framework issued
through executive Order No. 83 by the office pf President on October 1, 2012 that
describes the knowledge, skill, and values of Philippine graduates at different levels n the
Philippines educational system.

PQF: Grade 10 and Grade 12 Graduates.

For Grade 10:
a) Knowledge across a learning areas with core competencies in communication,
scientific, critical and creative thinking and the use of technologies
b) Have an understanding of right and wrong, one’s history and cultural heritage, deep
respect for self, others and their culture, and the environment
c) Apply foundational knowledge, skills and values in academic and and real life
situation through sound reasoning, informed decision-making and the judicious use of
resources
d) Apply skill development authority
INC| national certificate level refer to one qualification level defined in the Philippine
TVET Qualification Framework where the worker perform a routine and predictable
tasks; has little judgment: and work under supervision.

INC 11 – performs prescribe range of function involving known routines and

procedures has limited choice and complexity of function, and has little accountability.
4. These Grade 10 and Grade 12 qualification laid down in the
PQF flow into the standards( referred to as outcomes in Out-Based Teaching and
learning ) that are contained in the curriculum Guide for K to 12.

5. Our instructional planning is supposed to begin with a study of the K to 12

Curriculum Guide for the subject that we teach. This should be your bible as you
plan and as you teach.

6. Which instructional plan you are going to prepare depend on what your school
requires. It may be unit plan or a lesson plan or both.
7. Apply all the principles of teaching and learning that you have learned in principles of teaching 1 and
the research-based instructional strategies discussed in chapter 4. As you plan instruction you should also
be guided by the same guiding principles upon which the k to 12 curriculum guide was developed ( refer
to Chapter 2).

8. Always begin with the end in mind. A unit/lesson plan begin with an objective/s intended strategies
and assessment task.
9. Do assessment to ensure learning. You can assess at the beginning of your lesson to determine entry
knowledge and skill trough a pre-instruction test for diagnostic purpose.

10. Give your student opportunity to asses themselves. They are better motivated when they are engaged in
self-directed learning. A scoring rubric will be of great help.
11. You two types of knowledge: declarative and procedural knowledge . Mastery of declarative knowledge
can be assessed by paper-and-pencil tests but demonstration of skill and processes of a product.
13. Dont forget that part of instructional planning is utilization of assessment result. The result of your
diagnostic, formative and summative test should guide you in your instructional decision-making.
 Elements Of A Lesson Plan| Instructional Plan\ Learning Plan
1. Dr. Madeline Hunter’s research indicates that effective teachers usually include the following
element in their lesson.
a) Anticipatory Set - a short activity, dispatch or prompt that focuses the student attention and
ties previous lesson to today’s lesson.
b) Purpose – an explanation of the importance of this lesson and a statement concerning what
students will be able to do when they have completed it.
c) Input - - the vocabulary, skills and concepts to be learned( for a language class).
d) Modeling – the teacher demonstrates what is to be learned.
e) Guided practice – the teacher leads the student trough the steps necessary to perform the skill
using multiple modalities.
f) Independent Practice – the teacher release students to practice on their own.
g) Closure – a review or wrap-up of the lesson.
2. For UbD. The parts of an instructional plan follows the acronym W.H.E.R.E.T.O.W
W - Where and Why
H – Hook and Hold
E – Explore and Experience, Enable and Equip
R – Reflect, rethink, Revise
E – Self Evaluation
T- Tailor and personalize the work
O – Organize for optimal Effectiveness
3. Here is another Lesson Plan with the following parts:
I. Objective
II. Subjective Matter and References
III. Materials
IV. Procedure
A. Introduction/Preliminary Activities
B. Motivation
C. Lesson proper
1. Activities
2. Application
3. Summary
D. Evaluation
E. Homework