Basics of

Instructional
Planning and
things to
consider in
Prepared by: Ma’am Eve

planning
 Objective
1
s
•Define instructional planning

• Differentiate the types of instructional

2 planning
• Discuss the different things that should be
3 considered in planning instruction and explain
their importance.
 What is
Instructional
planning ?
 Instructional
planning
According to the Department
of Education (2016),
Instructional planning is a
process of systematically
planning, developing,
evaluating, and managing the
instructional process by using
principles of teaching and
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
assessed?
Two vital characteristics are
expected of teachers
First Second
They must be Teachers must be
informed decision- reflective
makers practitioners.
LONG RANGE
PLANNING
.
LESSON
PLANNING
 LONG RANGE
• The curriculum guide serve as the teacher’s
PLANNING
most important tool in long-range planning. In
the Philippines, the existing K-12 Curriculum
Guide for Social Studies Grades 1-10 was
prepared by the Department of Education. In
Curriculum mapping a particular grade level.
 LONG RANGE
It is important to look at the following:
•
PLANNING
Grade Level standard, which states the
overall goal for the year;
• Topic, which describes the general theme of
the grade level
• Content, which outlines the lessons that will
be covered.
 GRADE 1
GRADE LEVEL STANDARD TOPIC CONTENT
Naipamalas ang kamalayan Ako, ang aking Pamilya at I. Ako ay Natatangi
Paaralan A. Pagkilala sa sarili
at pag-unawa sa sarili bilang B. Ang aking kwento
kasapi ng pamilya at C. Pagpapahalaga sa sarili
Ang sarili bilang kabahagi ng
paaralan at pagpapahalaga pamilya at paaralan tungo sa
II. Ang Aking Pamilya
A. Pagkilala sa mga kasapi ng
sa kapaligirang pisikal gamit pagkakakilanlan bilang Pamilya
ang konsepto ng indibidwal at kasapi ng B. Ang kuwento ng Aking Pamilya
pagpapatuloy at pagbabago, komunidad, gamit ang konsepto C. Mga Alituntunin sa Pamilya
D. Pagpapahalaga sa Pamilya
interaksiyon, distansiya at ng pagpapatuloy at pagbabago, III. Ang Aking Paaralan
direksiyon tungo sa interaksiyon, distansiya at A. Pagkilala sa Aking Paaralan
pagkakakilanlan bilang direksiyon at ang pagpapahalaga B. Ang kwento ng Aking Paaralan
sa kappaligirang pisikal at C. Pagpapahalaga sa Paaralan
indibidwal at kasapi ng paaralan. III. Ako at ang Aking Kapaligiran
pangkat ng lipunan at A. Ako at ang Aking Tahanan
komunidad. B. Ako at ang Aking Paaralan
C. Pagpapahalaga sa Kapaligiran
 N T TO
PO RTA
IM : t a s m e re g ui d
i v
e
e
s
r
.
s e
E e x i s n d d
T i d e s n g a e d i n
O m g u p a c i i d e r
N r i c u l u f e r e n t e c o ns
Cur s have dif timately b
de n t l d u l p i n g .
Stu i c h s ho u
u m m a p
ds w h r r i c u l
nee cu
 UNIT
A unit is a major division of the year-long plan.
PLANNING
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 others cover a whole
quarters.
 Time Evaluatio
Requireme n
nt Procedure
s c e s
Re sou r
L i st of
Topics
Teaching
Target Strategies
Students
Rationale Goals Objectives
 Following elements and
processes

2 Time 3 List of
1 Unit Title
Requirem
Develop an idea or Topicsand
Brainstorm
adopt a topic for ent
Determine break the big idea
study and translate approximately or theme for the
it into a brief, clear unit into a set of
statement of your
how much time more specific ideas
theme or problem will be spent on and subtopics.
focus. the unit.
 Following elements and
processes
4 Target Rationale 6 Goals
Indicate for which 5
Stud ents
group of students or Construct a Identify a goal or
grade levels the unit brief overview set of basic goals
is intended. Include
them in the planning
of what the unit that the unit will be
is about and designed to
by allowing them to
accomplish.
identify big why it is
questions and issues important to
of interest to them. learn it.
 Following elements and
processes
Teaching
7 Objectives 8 Strategies 9 Resources
Outline the specific Identify, locate, and
objectives that Identify and organize all the
enable the goals to develop related individuals and the
be accomplished. significant instructional
Make sure to resources that are
arrange them in teaching
available and will
logical and strategies and be needed.
sequential order. activities.
 Following elements and
processes

10 Evaluation
Procedures
Develop a plan to
evaluate the
effectiveness of the unit.
Include formal and
informal assessment.
 LESSON
This document serves as an outline of what
PLANNING
you will be teaching in a given day or days. It
should follow a logical sequence that will
facilitate maximum learning for students.
DAILY LESSON PLAN (DLP) DAILY LESSON LOG (DLL)
A teachers' “roadmap” for a A template teachers use to log
lesson. It contains a detailed parts of their daily lesson. It
description of the steps a covers a day’s or week’s worth
teacher will take to teach a of lessons and contains the
particular topic. A typical DLP following parts: Objectives,
contains the following parts: Content. Learning Resources,
Objectives, Content, Learning Procedures, Remarks, and
Resources, Procedures, Reflection.
Remarks, and Reflection.
 WHAT IS THE
IMPORTANCE OF
INSTRUCTIONAL
PLANNING?
 The Importance of

1 Instructional Planning
3
2 Planning can also help
Planning gives Thought-out counter classroom
management problems.
the lesson focus planning is way Teachers who plan can
and direction. better than on-the- foresee how to enforce
spot teaching. discipline in the
classroom to handle
students’ misbehaviors.
 The Importance of
4
Instructional
Planning develops5 Planning
6
a teacher’s
confidence by Planning also Instructional planning is
important activity for
making him/her facilitates teacher those who aspire to be
feel prepared and reflection. effective teachers.
organized in the
execution of the
lesson.
 Conclusion
Careful planning empowers
you. It makes you a true
professional.
 N G S T O
T H I I N
S I D E R
C O N N G
L A N N I
P C T I O
U
CONTE
N T STUDE
C TIV E S NTS
OB J E

TEACH
ER
R O OM
MATER LA SS
IALS C ENT
IR ON M
EN V
 Declarative
Knowle
Entails dge
knowing Procedural
Content about something
Knowledge
One of the primary Knowledge is
elements that should be In other words, it
comes in the form knowing how to do
considered in
of facts, concepts, something.
instructional planning is
the content. Teacher need and generalizations
to know what they will In other words, in
teach in order to the form of skills.
effectively prepare their
lesson
 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.
 Classroom Environment
• 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.
 Materials
• 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 and print sources.
 Students
• The student is the heart of the learning process.
1. Student readiness- refers to the ability level of a
student relation to a given topic and skill.
2. Student interest- this is considered as a powerful
motivator to engage students in the learning
process.
3. Intelligence Preference or Learning Style- refers
to the different cognitive inclinations that a person
has for learning.
 Teacher
• 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:
1. Content Knowledge
2. Pedagogical Knowledge
3. Technological Knowledge
 Teacher
1. Content Knowledge- refers to knowledge about
the subject matter that will be taught.
2. Pedagogical Knowledge- refers to the teacher’s
knowledge about the process of teaching and
learning. It includes classroom management,
instructional approaches and strategies, and
assessment practices.
 Teacher
1. Technological knowledge- 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.
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