UNIT II: INSTRUCTIONAL PLANNING

LESSON 5: COMPONENTS OF INSTRUCTIONAL PLANNING

All teachers engage in the process of planning, managing, delivering, and evaluating instruction. Planning
instruction involves three steps: (1) deciding what to teach, (2) deciding how to teach, and (3) communicating goals and
expectations to the learners. Each of these steps include specific tasks.

INSTRUCTIONAL STEPS
PLANNING DOMAIN
Deciding what to teach 1. Assess the students’ skills and knowledge
2. Analyze the instruction task
3. Establish a logical instructional sequence
4. Consider the classroom elements that may affect the instruction
5. Identify gaps between actual and expected performance
Deciding how to teach 1. Set instruction goals
2. Select instructional methods and materials
3. Pace instruction appropriately
4. Monitor performance and re-plan instruction
Communicating goals and 1. Involve the students in learning
expectations to the 2. State expectations
learners 3. Maintain high standards

ROBERT GAGNE’S NINE EVENT OF INSTRUCTION

In 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for
learning. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the
events in your own instruction. The following steps have been adapted from Gagné, Briggs, and Wager (1992).

1. GAIN ATTENTION OF THE STUDENTS

 Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their
attention.
 These are a few methods for capturing learners’ attention:
1. Stimulate students with novelty, uncertainty, and surprise
2. Pose thought-provoking questions to students
3. Have students pose questions to be answered by other students
4. Lead an ice breaker activity
2. INFORM STUDENTS OF THE OBJECTIVES
 Inform students of the objectives or outcomes for the course and individual lessons to help them understand what
they are expected to learn and do. Provide objectives before instruction begins.
 Here are some methods for stating the outcomes:
1. Describe required performance
2. Describe criteria for standard performance
3. Have learners establish criteria for standard performance
4. Include course objectives on assessment prompts
3. STIMULATE RECALL OF PRIOR LEARNING
 Help students make sense of new information by relating it to something they already know or something they
have already experienced.
 There are numerous methods for stimulating recall:
1. Ask questions about previous experiences
2. Ask students about their understanding of previous concepts
3. Relate previous course information to the current topic
4. Have students incorporate prior learning into current activities
4. PRESENT THE CONTENT
 Use strategies to present and cue lesson content to provide more effective instruction. Organize and group
content in meaningful ways, and provide explanations after demonstrations.
 The following are ways to present and cue lesson content:
1. Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast, group work,
etc.)
2. Use a variety of media to engage students in learning
3. Incorporate active learning strategies to keep students involved
4. Provide access to content on Blackboard so students can access it outside of class
5. PROVIDE LEARNING GUIDANCE
  Advise students of strategies to aid them in learning content and of resources available. In other words, help
students learn how to learn.
 The following are examples of methods for providing learning guidance:
1. Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the student learns
and masters the task or content
2. Model varied learning strategies – e.g. mnemonics, concept mapping, role playing, visualizing
3. Use examples and non-examples – examples help students see what to do, while non-examples help
students see what not to do
4. Provide case studies, visual images, analogies, and metaphors – Case studies provide real world
application, visual images assist in making visual associations, and analogies and metaphors use familiar
content to help students connect with new concepts
6. ELICIT PERFORMANCE (PRACTICE)
 Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct
understanding of course concepts.
 Here are a few ways to activate learner processing:
1. Facilitate student activities – e.g. ask deep-learning questions, have students collaborate with their peers,
facilitate practical laboratory exercises
2. Provide formative assessment opportunities – e.g. written assignments, individual or group projects,
presentations
3. Design effective quizzes and tests – i.e. test students in ways that allow them to demonstrate their
comprehension and application of course concepts (as opposed to simply memorization and recall)
7. PROVIDE FEEDBACK
 Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify
gaps in understanding before it is too late.
 The following are some types of feedback you may provide to students:
1. CONFIRMATORY FEEDBACK informs the student that they did what they were supposed to do. This type
of feedback does not tell the student what she needs to improve, but it encourages the learner.
2. EVALUATIVE FEEDBACK apprises the student of the accuracy of their performance or response but does
not provide guidance on how to progress.
3. REMEDIAL FEEDBACK directs students to find the correct answer but does not provide the correct answer.
4. DESCRIPTIVE OR ANALYTIC FEEDBACK provides the student with suggestions, directives, and information
to help them improve their performance.
5. PEER-EVALUATION AND SELF-EVALUATION help learners identify learning gaps and performance
shortcomings in their own and peers’ work.
8. ASSESS PERFORMANCE
 Test whether the expected learning outcomes have been achieved on previously stated course objectives.
 Some methods for testing learning include the following:
1. Administer pre- and post-tests to check for progression of competency in content or skills
2. Embed formative assessment opportunities throughout instruction using oral questioning, short active
learning activities, or quizzes
3. Implement a variety of assessment methods to provide students with multiple opportunities to
demonstrate proficiency
4. Craft objective, effective rubrics to assess written assignments, projects, or presentations
9. ENHANCE RETENTION AND TRANSFER
 Help learners retain more information by providing them opportunities to connect course concepts to potential
real-world applications.
 The following are methods to help learners internalize new knowledge:
1. Avoid isolating course content. Associate course concepts with prior (and future) concepts and build upon
prior (and preview future) learning to reinforce connections.
2. Continually incorporate questions from previous tests in subsequent examinations to reinforce course
information.
3. Have students convert information learned in one format into another format (e.g. verbal or visual-
spatial). For instance, requiring students to create a concept map to represent connections between ideas
(Halpern & Hakel, 2003, p. 39).
4. To promote deep learning, clearly articulate your lesson goals, use your specific goals to guide your
instructional design, and align learning activities to lesson goals (Halpern & Hakel, 2003, p. 41).

LESSON 6: INSTRUCTIONAL PLANNING CYCLE

How do the teachers know if the learning plans are effective and if the students are learning? It is crucial that the
teachers take steps to reflect not only on their delivery of instruction but on quality of learning that is taking place in the
classroom. Great teachers reflect on their practice and keep learning. They keep building on their strengths and working
on their weaknesses. They are not afraid to learn about their weaknesses and areas for improvement. They make
reflection and constant growth. A simple way to perform the instructional planning cycle is to do these three steps:
 1. STATING THE INTENDED INSTRUCTIONAL OUTCOMES
 Effective teachers begin the instructional cycle by identifying the content standards that the lesson or unit
will address. At this stage, the teacher has a clear idea of what the students need to know, understand,
and be able to do to meet the standards.
2. PLANNING
 The teachers deign varied, challenging, and appropriate instructional activities. It is also important that
teachers plan ongoing formal (e.g., standardized tests) and informal (e.g., teacher-made tests, portfolios)
assessments to determine the students’ progress
3. ASSESSMENT
 The teachers implement their planned assessments to determine whether the students have met the
intended learning outcomes.

ADDIE MODEL
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The
five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline
for building effective training and performance support tools. In the ADDIE model, each step has an outcome that feeds
into the subsequent step.

Analysis > Design > Development > Implementation > Evaluation

1. ANALYSIS PHASE
 In the analysis phase, instructional problem is clarified, the instructional goals and objectives are
established and the learning environment and learner’s existing knowledge and skills are identified. Below
are some of the questions that are addressed during the analysis phase:
Who is the audience and their characteristics?
Identify the new behavioral outcome?
What types of learning constraints exist?
What are the delivery options?
What are the online pedagogical considerations?
What is the timeline for project completion?
2. DESIGN PHASE
 The design phase deals with learning objectives, assessment instruments, exercises, content, subject
matter analysis, and lesson planning and media selection. The design phase should be systematic and
specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of
planned strategies targeted for attaining the project’s goals. Specific means each element of the
instructional design plan needs to be executed with attention to details.
 These are steps used for the design phase:
Documentation of the project’s instructional, visual and technical design strategy
Apply instructional strategies according to the intended behavioral outcomes by domain
(cognitive, affective, and psychomotor).
Create storyboards
Design the user interface and user experience
Prototype creation
Apply visual design (graphic design)
3. DEVELOPMENT PHASE
 The development phase is where the developers create and assemble the content assets that were
created in the design phase. Programmers work to develop and/or integrate technologies. Testers
perform debugging procedures. The project is reviewed and revised according to any feedback given.
4. IMPLEMENTATION PHASE
 During the implementation phase, a procedure for training the facilitators and the learners is developed.
The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and
testing procedures. Preparation of the learners include training them on new tools (software or
hardware), student registration.
 This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-
ROMs and software are in place, and that the learning application or Web site is functional.
5. EVALUATION PHASE
 The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in
each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific
criterion-related referenced items and providing opportunities for feedback from the users.
Lesson 7: FIVE E MODEL IN PLANNING SCIENCE LESSONS
In 1962, educators J. Myron Atkin and Robert Karplus propositioned that effective learning cycles involve three
key elements: exploration, concept introduction and concept application. Exploration allowed the learners to get
interested in the subject, ask questions, and identify points of dissatisfaction with their current understanding.
Introduction of new terms or concepts follows. Finally, the concept application provided the learners with opportunities
to apply their ideas and learning and apply them in new pieces of context. The findings of Atkin and Karplus informed the
creation of the 5E model. This teaching model focuses on providing students opportunities to understand a concept over
time through a series of steps or phases: Engage, Exolore, Explain, Elaborate, and Evaluate.

The 5E model was developed in 1987 by the Biological Sciences Curriculum Study. The model promotes
collaborative, active learning in which the students work together to solve problems and examine new concepts by asking
questions, analyzing, interpreting, evaluating, and drawing conclusions. It is based on the constructivist approach to
instruction. The model is most effective when:

 The students are encountering new concepts for the first time because there is an opportunity for a complete
learning cycle.
 It is used in a unit for two to three weeks in which each phase is the basis for one or more distinct lesson.

The table below outlines the stages of the 5E model, describes each stage, and provides sample teaching strategies.

STAGE WHAT THE TEACHER DOES SAMPLE TEACHING STRATEGIES/ ACTIVITIES

Engage  Determine the students’ prior knowledge  Asking opening questions
and knowledge gaps  The students write down what they already know about
 Foster an interest in the upcoming concepts the topic
 Prepare the students to learn new concepts  KWL (K means KNOW or what the students already know;
 Introduce topic for the first time W- want to learn or what the students want to learn; L-
ultimately learned from the lesson or activity) chart
 Maps of conceptual change
Explore  Allow students to actively explore the new  Laboratory experiments
concept through concrete learning  Scientific method drills
experiences  Hands-on activities
 Guide the students in going through the  Performance tasks
scientific method  Field work
 Let the students make observations and
share findings to their peers
Explain  Facilitate a discussion and synthesis of new  Interactive discussion
knowledge  Viewing clips, documentaries
 Have the students ask questions for  Reading online discussions and materials like Khan
clarification Academy, online encyclopedias
 Have the students share their insights and  Taking computer-assisted interactive games
feelings about the activity in the Explore
stage
 Discuss scientific terms and concepts
 Utilize videos, multimedia software, games,
or other tools to boost understanding of
concepts and science processes
Elaborate  Give the students space and opportunity to  Creating digital or print infographics to illustrate learning
apply what they have learned  Creating slide presentations
 Ask the student to create presentations or  Jigsaw discussions
conduct additional investigations to  Fishbowl discussions
reinforce skills
 Allow the students to establish knowledge
before evaluation
Evaluate  Conduct formal or informal assessments to  Self-assessments
check the students’ content and  Peer assessments
performance mastery  Paper-and-pen assessments
 Observe the students to see whether they  Objective tests
have a complete grasp of core concepts  Performance tasks
 Note how the students approach problems  Game-based exams
 Recognize that there are multiple ways to
approach and solve a problem
Lesson 8: DEVELOPING INSTRUCTIONAL PLANS FOR ELEMENTARY SCIENCE
The curriculum guide serves as the teacher’s blueprint in planning and designing the curriculum. It should not be
taught as is. It will be your job to interpret these standards using unpacking strategies. Unpacking means extracting the
component knowledge and skills required by a standard in order to understand the learning expectations and clearly
articulate those expectations to the students and the parents. Unpacking serves three purposes: (a) to establish focus of
standards and competencies; (b) to link standards, competencies, and teaching; and (c) to contextualize teaching. The
following are the steps you need to undertake when unpacking the elements of the curriculum guide in order to plan for
classroom instruction:

1. Analyze the standard.

2. Read the competencies. Determine the target domain of the competencies.
3. Determine the nature of competencies (knowledge, skills, and values).
4. Determine the target topic or content. Identify time allotment.
5. Select assessment strategies.
6. Plan learning experiences.
7. Design learning materials.

The first unpacking strategy involves analysis of the standards. Standards articulate what a student should know,
understand, and be able to do by the end of the year, and they set equitable benchmarks across classrooms and
schools.

Read the discussion below on the various types of standards stipulated in the curriculum guide.

Content Standard Performance Standard

 Answer the question, “What do the students  Answers the question, “What do we want the
want to know, be able to do, and understand?” students to do with their learning or
understanding?” and “How do we want them to
use their learning or understanding?”
 Defines what the students are expected to know  Defines the expected proficiency level
(knowledge: facts and information), what they
should be able to do (process or skills) with what
they know
 The meaning or understanding that they can  Products and/or performances as evidence that
construct or make as they process the facts and the students can transfer or use their learning in
information real-life situations

TYPES OF STANDARD

1. CORE LEARNING AREA STANDARD

(This defines the broad outcomes for the K-12 Science)
- e.g., The learners demonstrate understanding of the basic science concepts and application of science-
inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial
products, protect the environment and conserve resources, enhance the integrity and wellness of people,
make informed decisions and engage in discussion of relevant issues that involve science, technology, and
environment.
2. KEY STAGE STANDARD
(This defines the specific outcomes for key stages such as K-3, Grades 4-6, Grades 7-10, and Grades 11-12)
- e.g., At the end of Grade 3, the learners should have acquired healthful habits and have developed
curiosity about self and their environment using basic process skills of observing, communicating,
comparing, classifying, measuring, inferring, and predicting. This curiosity will help the learners value
science as an important tool in helping them continue to explore their natural and physical environment.
This should also include developing scientific knowledge or concepts.
3. GRADE LEVEL STANDARD
(This defines the specific outcomes for each grade level)
- e.g., Kindergarten- The learners will demonstrate an emerging understanding of the parts of their body
and their general functions; plants, animals, and varied materials in their environment and their
observable characteristics; general weather conditions and how these influence what they wear; and
other things in their environment. Understanding of their bodies and what is around them is acquired
 through exploration, questioning, and careful observations as they infer patterns, similarities, and
differences that will allow them to make sound conclusions.

The second unpacking strategy is to determine the target domain, the broad group of topics in science. There are five
domains of science indicated in the curriculum guide.

Domain/ Competent Code

Living things and their environment LT
Force, Motion and Energy FE
Earth and Space ES
Matter MT

Examples:
Competencies Domain
Describe sources of light and sound, heat and electricity Earth and Space (ES)
(S3ES-IVg-h-5)
Practice safety and precautionary measures in dealing Force, Motion and Energy (FE)
with different types of weather (S3FE-IIIg-h-4)

The third unpacking strategy involves determining the nature of competencies (Knowledge, Skills, and Values). The target
of the competency may be knowledge (conceptual and factual understanding), skills (ability to perform or demonstrate
science process skills), and values (development of right attitudes and values in science).

Examples:
Competencies Nature
Describe sources of light and sound, heat and electricity Knowledge
(S3ES-IVg-h-5)
Practice safety and precautionary measures in dealing Skills
with different types of weather (S3FE-IIIg-h-4)

Step 4: Determine the topic or content and time allotment.

The target competency contains specific topic or lesson. The first column of the curriculum guide Quarter/ Week/ Theme
provides clue to the topic

Competencies Nature Topic

Describe sources of light and sound, heat and Knowledge Energy: Light, Sound
electricity (S3ES-IVg-h-5)
Practice safety and precautionary measures in Skill Earth and Space: Weather
dealing with different types of weather (S3FE-IIIg-h-
4)

The curriculum guide provides the minimum standard for the Filipino learners. The time allotment in the first column of
the curriculum guide proper also serves as the minimum duration of learning the topic. Our learners may acquire or
develop the target competency much ahead of the expected time.
 Time allotment Competencies Nature Topic
2 weeks (Weeks 7-8) Describe sources of light and sound, Knowledge Energy: Light, Sound
heat and electricity (S3ES-IVg-h-5)
2 weeks (Weeks 7-8) Practice safety and precautionary Earth and Space:
measures in dealing with different Weather
types of weather (S3FE-IIIg-h-4)

The table below culled from the curriculum guide is a Code Book Legend that will help us understand and appreciate the
coding used in labeling the competencies.

Step 5: Select assessment strategies.

The most important principle to remember when selecting assessment strategies is constructive alignment. It is
the coherence among the learning outcomes, assessment, and learning experiences in an educational program.

Consider the objectives or competencies of the subject first. These competencies embody the knowledge and
skills the teachers want their students to have learned at the end of the quarter. Once the competencies have been
established, the second stage involves consideration of assessment. The backward design framework suggests that the
teachers should consider these overarching competencies and how the students will be assessed prior to consideration
of how to teach the content.

Example:

Time Allotment Competencies Nature Topic Assessment Strategies

2 weeks Describe sources of light Knowledge Energy: Light,  Answering short-
(Weeks 7-8) and sound, heat and Sound response test on
electricity (S3ES-IVg-h-5) sources of light and
sound, heat and
electricity
 Describing the sources
of light and sound,
heat and electricity
indicated by the
picture prompts
2 weeks Practice safety and Skill Earth and Space:  Simulating different
(Weeks 7-8) precautionary measures in Weather weather conditions
dealing with different and the right response
types of weather (S3FE- or reaction to each
IIIg-h-4) weather condition in
the classroom
  Participating in
institutional/
departmental
earthquake drills
Clearly, the verb used in the competency provides clue as to the type of assessment strategies to be used in the
classroom. In the example, the target competency involves the ability to describe; the assessment, therefore, should
provide the learners the opportunity to recall previous or acquired knowledge on the target content. The second
competency requires the students to apply knowledge of safety measures dealing with different types of weather. The
assessment provides them the opportunity to show their responses and reactions to different weather conditions.

Step 6: Plan learning experiences.

Make sure to match the learning activities with learning outcomes. Examine the table below.

Target Competencies Learning Activities/ Experiences

Describe sources of light and sound, heat and electricity  Interactive discussion on sources of light, sound, heat,
and electricity
 Describing the sources of light, sound, heat, and
electricity indicated by the picture prompts
Practice safety and precautionary measures in dealing  Viewing clips/ lecture on safety and precautionary
with different types of weather measures when dealing with different types of weather
 Simulating different weather conditions and the right
response or reaction to each weather condition in the
classroom
 Participating in institutional/departmental earthquake
drills

Step 7: Design learning materials

The teachers should keep the following guidelines, when designing learning materials for elementary science.

 The materials should be aligned with the content and performance standards in the curriculum guide.
 The materials should contain activities that allow different forms of interaction among the students and
between the teachers and the students.
 The activities should be varied and may employ a combination of the following: inquiry-oriented investigations,
cooperative groups, use of technology, and simulations.
 The activities indicated in the materials should provide adequate time and opportunities for the students to
acquire knowledge, skills, and attitudes.
 Opportunities must be provided for the students to develop an understanding of scientific inquiry.
 The content should be accurate and developmentally appropriate for the learners.
 Opportunities to learn should be consistent with contemporary models of learning.
 There should be consistency between learning goals and assessment.
 Assessments should stress the application of concepts to new or different situations.
 Assessment task should be fair for all students. Scoring guide or rubric should be included as well.