Chapter 6- Instructional, Planning and Development

The Process of Instructional Planning Framework: Select a topic from the curriculum, Design the instructional activities, Design and give assessment, Give grade or feedback, Move on to new topic and Outcome-based education. One of the features of OBE is “design down”. This means that in OBE you determine first the targets of the learning outcomes before you design instruction. Understanding by design like OBE, the first step in UbD is “identifying results”. It is divided into three stages, desired results, assessment evidence and learning plan. Important Points to Remember in Planning and Organizing Instruction, Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd. If you belong in a private institution , bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement. Consider to the Philippine Qualifications Framework. PQF flow into the standards that are contained in the Curriculum Guide for K to 12. These standards are in different levels– learning area standards, key stage standards and grade level standards. Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide for them. Which instructional plan you are going to prepare depends on what your school requires. Apply all the principles of teaching and learning that you have learned. As you plan instruction you should also be guided by the same guiding principles upon which the K to 12 Curriculum Guide was developed. Always begin with end in mind. Do assessments to ensure learning ( assessment for learning ).  Give your students opportunity to assess themselves. You teach two knowledge: declarative and procedural knowledge. Don’t forget that part of instructional planning is utilization of assessment results. A lesson plan is also called an instructional plan or a learning plan. Effective teacher includes these elements in their lesson: Anticipatory set, purpose, input, modelling, guided practice, checking for understanding, independent practice and closure. For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.  W- Where and Why- where will I help my students to know where they are headed, why they are going there, and what ways they will be evaluated along the way? H- Hook and Hold- How will I hook and engage the learners? How will I keep them engaged? E-Explore and Experience, Enable and Equip- How will I equip students to master identified standards and succeed with the transfer performances? R- Reflect, Rethink, Revise- How will I encourage the learners to rethink previous learning? O- Organize for Optimal Effectiveness- how will I organize the learning experiences for maximum engagement and effectiveness? E- Self-Evaluation- How will I promote students’ self-evaluation and reflection? T- Tailor and Personalize the Work- How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students? Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction, in direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details.  

An instruction is a process that we needed to undergo in order for us to attain our desired goal. Select first a topic from the curriculum, design your instructional activity, then give assessment, give your comments and feedbacks and lastly move on to the next topic. Outcome-based education is one of DepEd's curriculums wherein it focuses on outcomes before designing down the way of instruction. Another thing is the Identifying the design where it identify the result. These two curriculums are somewhat similar for it denotes or it emphasizes outcome. These two stresses desired result, assessment evidence, and learning plan. I have learned that in our daily teaching-learning process it must e connected to the vision of the higher office which is the DepEd. Respect to one's culture and origin is necessary in learning. Your instructional plan depends on what your school requires. Include and use different strategies and method in teaching. At the end of the lesson do assessment in order to determine if the students had acquire the lesson, it could be diagnostic test, formative test or summative test.

 You are not just imparting knowledge in a way that you want. You should consider processes that are relevant and helpful to learners. We should bare in our minds that we should select a topic first that are written in the curriculum, designing down the right instructional activity, testing learner's capacity and dredging into student's learning, giving them your feedbacks and moving on to the next topic. In teaching we give emphasis on what the learners must learn at the end of the lesson that is why Outcome-based Education and Understanding by design was implemented by the Department of Education. Learning is a long term process which needed patience and knowledge. As a future teacher we must be concern with our student, of what they must learn and how would they apply those learning. That is why we have our learning plan which we use as our basis in disseminating information to learners. We should bear in our minds that our syllabus must be connected to the higher office and is approve d. We must also be concern to the history, background, and culture of each student; though they are the students they still deserve to be respected. Methods and technique are also important in teaching and learning process. For us to really determine if the students had learned or congregated the lesson assessment is quite important. Effective teacher, well prepared lesson plan and ready students are equivalent to life changer individual.