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Group 1 Lesson 1 5

Summary fs chapter 2 lesson 1-5

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51 views

Group 1 Lesson 1 5

Summary fs chapter 2 lesson 1-5

Uploaded by

Vincent Navarro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CHAPTER II:

Instructional Planning
LESSON 1:
Determining the Nature
of Instructional Planning
Prepared by: Dally Jane D. Mapula
EDUCATION THEORY
• Planning is an integral part of successful
instruction.
• "Proper planning and preparation prevent
poor performance." – Stephen Keague
(2005)
DEFINITION
According to the Virginia Department of Education (cited in DepEd
Order 42, s. 2016), instructional planning is the process of
determining what learning opportunities students in school will
have by:
• planning the content of instruction,
• selecting teaching materials,
• designing the learning activities and grouping methods, and
• deciding on the pacing and allocation of instructional time.
REPUBLIC ACT 7797
According to Republic Act 7797, entitled “An Act to
Lengthen the School Calendar from Two Hundred (200)
Days to Not More than Two Hundred Twenty (220)
Class Days”, as imposed in DepEd Order 25, s. 2018,
states that learners are expected to be in school for a
total of 200 days for school year 2018-2019.
Therefore, if there is 200 to 220 class days every
school year, teachers are expected to plan and teach
for 200 to 220 classroom instructions.
WILL IT BE POSSIBLE?
Teachers who spend more time in preparation will
spend less time trying to keep their students on the
learning track.
A general outline of the school year’s work should be
prepared before the beginning of the school year. A
detailed schedule for each week and a specific
schedule for each day should be prepared well in
advance of the time they will be needed (Arnold,
2010).
14 PRACTICAL PLANNING TIPS FOR TEACHERS
(Partin, 2005)
1.Make a general plan for the year.
2.Try to plan at least a week in advance.
3.Make a master lesson plan form.
4.Focus on the goal/s you hope to accomplish.
5.Do not over rely on knowledge-level objectives.
6. Keep a notebook for each class to organize the
lesson plans, tests, and so on.
7. Develop and store your lesson plans on a computer.
8. Schedule the blocks of time your students have to
be out of the room.
9. If possible, schedule challenging and new content
early in the day.
10. Always have several sponge activities available
for students to work on.
11. Use colored folders to arrange each day’s lesson
plan and student papers.
12. Use a checklist to help organize your lessons.
13. Have materials for the next day’s lesson ready
before you leave the school.
14. Save a few moments at the end of each day
to reflect on your day’s lessons.
“FAILING TO PLAN IS PLANNING TO
FAIL.”
Thank you
Lesson 2:

Formulating the
Instructional Objectives
(Kibler, Kegla, Barker, Miles, 1974)
Mager ( 1984) stated the characteristics of
instructional objectives:
Gutierrez ( 2007 )
IN CONSTRUCTING THE INSTRUCTIONAL
OBJECTIVES, WE USE THE TAXONOMY
OF INSTRUCTIONAL OBJECTIVES.
✓ Fill-in-the-blank, matching ,
labeling, or multiple
choices questions.
✓ Activities such as papers,
exams,
problem sets, class discussions,
or concept maps.
✓ Activities such as problem sets,
performances, labs, prototyping,
or simulations.
✓ Activities such as case
studies,
critiques, labs, papers, projects,
debates, or concept maps.
✓ Activities such as journals,
diaries, critiques, problem sets,
product reviews, or studies.
✓ Activities such as research projects,
musical compositions, performance,
essays, business plans, website
designs, or set designs.
LESSON 3
WRITING YOUR LESSON
PLAN
Reporters:
Bancairen, Mae P.
Limpahan, Sarah Mae
According to DepEd Order 42, series of 2016,
planning lessons is fundamental to ensuring the
delivery of teaching and learning in schools.
These guidelines aim to support teachers in
organizing and managing their classes and
lessons effectively and efficiently and ensure the
achievement of learning outcomes.
A lesson plan according to
Reece and Walker (2003) has two
functions:

1 2

• a strategy • a series of
or plan for cues to be
teaching; used during
and the lesson.
Basic Parts of Daily Lesson Plan
1.Instructional Objectives
• states what a student will learn by the end of a
lesson or module. It should have include
designated domain (cognitive, affective, or
psychomotor) and focus on the student.

At the end of the discussion, students will be able to,


A. Name the parts of the body
B. Create shapes using body movement
C. share the importance of parts of the body
2. Subject Matter
• Includes the specific topic, include the sources of
information or references
3. Content
• the necessary information and guidance for learners
to grasp new concepts and acquire skills. the main
body of the lesson where the actual teaching and
learning take place.
4. Learing Resources
• the materials that are used for teaching a
course. These include anything the teacher
creates, like handouts, worksheets, tests, quizzes,
and projects. multimedia, applications, software,
platforms and games.
5. Values Integration
• Include developing self-awareness, fostering
critical thinking, and promoting ethical
behavior.
6. Procedures
• The step-by-step instructions that walk you
through everything from the time students enter
the classroom until the bell rings at the end of
the period.

1. preliminary activities 5. motivation


2. attendance 6. discussion
3. greeting
4. review
7. Assignment
• a piece of (academic) work or task. It provides
opportunity for students to learn, practice and
demonstrate they have achieved the learning
goals. It provides the evidence for the teacher
that the students have achieved the goals.
IN SUMMARY

Daily Lesson Log - is an outline version of a detailed


lesson plan. Teachers use to log parts of their daily
lesson. Covers day or a weeks worth of lessons.
THANK YOU!
Have a great day ahead!
LESSON 4:
SELECTING APPROPRIATE
TEACHING STRATEGIES
Preapred by: Navarro, Nicole Andrea E.
Navarro Vincent Joseph A.
EDUCATION THEORY
Appropriate teaching strategies that are aligned
with the instructional objectives and assessments
are vital elements in the success of any classroom
instruction.
Teaching Strategies
•Teaching strategies refer to methods used to
help students learn the desired course content
and be able to develop achievable goals.
-Armstrong 2013
Teaching Strategies
It identify the different variable learning
methods to enable them to develop the right
strategy to deal with the target group identified.
-Armstrong 2013
Assessment of the learning capabilities of
students provides a key pillar in the
development of a successful teaching strategy.
Guiding principles in the selection and usage of appropriate
teaching strategies according to Corpuz and Salandanan
(2013):
1. Learning is an active process.
2. The more senses that are involved in learning, the more
and the better.
3. Emotion has the power to increase retention and
learning.
Guiding principles in the selection and usage of appropriate
teaching strategies according to Corpuz and Salandanan
(2013):
4. Learning is meaningful when it is connected to student’s
everyday life.
5. Good teaching goes beyond the recall of information.
6. An integral teaching approach is far more effective than
teaching isolated bits of information.
There are numerous teaching strategies that we
may use but always remember that there is no
single best method in selecting the appropriate
teaching strategy.
Some common teaching strategies
based on the level of participation of
the learners that we may use in our
classes:
Teaching Strategy Level of Teaching Strategy Level of
Participation Participation
Lecture Low Gaming/Quiz Medium

Demonstration Low/High Brainstorming High

Team Teaching Low Assignment High

Discussion High Field Trip Medium


Debate High Role Play High
Question and Medium Ice breaker High
Answer
Seminar
Video Medium
Medium Case study
Simulation Medium
High
Laboratory Medium Project High
THANK
YOU!
Lesson 5
e ct i n g Ap p ro p ri a t e
S e l
ru c t i ona l M a t e ri a l s
Ins t
Presented By:
• Noay, Carla
• Trayvilla, Rycca Joy
Objectives:
• Determine the different
instructional materials.
• Explain the principles for selecting
and using instructional materials.
• Evaluate instructional materials.
Education Theory
t he use of a ll fi ve s en s e s is
importan t in in st ru c t ion a l
materials.
Education Theory
the use of all five senses is important in
instructional materials.
Hearing
Audio Aids (Cassette/voice recorders)

Touch
Hands-on resources (Specimen and
models)
Education Theory
the use of all five senses is important in
instructional materials.
Sight
Visual Aids (Charts, posters, websites
and handouts)
Taste and Smell
Relevant in specific areas like cookery.
Combining Senses in Instructional
Materials

●
Visual aids can incorporate multiple senses:
Example: Films, tape-slide presentation, web
-based tools.
●
Multimedia learning helps students learn
effectively through a range of tools and
techniques.
Principles for Selecting
Instructional Materials
1. Instructional materials are aids,
not replacements for teachers
2. Choose materials that fit your
instructional objectives
Principles for Selecting
Instructional Materials
3. Use a variety of tools when
possible
4. Always check the functionality
of materials before class
NOTE:
• Effective instructional materials
engage multiple senses and enhance
learning.
Always select materials that support
your teaching goals and ensure they
are functional before use.
Tha nk yo u
For Listening.

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