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Title of Session

SG Developer

Standards-aligned PPSSH 3.2 Teaching standards and pedagogies

to the session PPSS 3.1 Support for Instructional Leadership
PPST 1.2 Research-based knowledge and principles of teaching and
learning
PPST 4.1 Planning and management of teaching and learning process
Session Objectives By the end of an hour session, educator-participants will have a better understanding of the K to 10
Instructional Framework (ID) as a foundation for designing learning opportunities.

Specifically, participants will be able to:

a. define Instructional Design Framework (IDF);
b. identify the different components of the Instructional Design Framework (IDF);
c. relate the process of learning as an important activity of the brain
d. express appreciation of the importance of Instructional Design as a foundation for designing
learning opportunities using the reflective journal.
Session Duration
Day 3 | 8:30 - 10:00 | 1h30
and Time
Session Outputs Reflective Journal
Key Content I. Understanding the Instructional Design (ID) Framework
II. Understanding how learning happens in the brain
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III. Principles, Key Aspects, and Essential Facets of ID

IV. Curriculum, Teaching, and Assessment
Methodologies The session is designed to be dynamic, incorporating a mix of interactive lectures, group discussions,
and hands-on activities.
 4As
 Lecturette – Q and A
 Participative

Expected output/s: Reflective Journal

Learning Resource The following learning materials will be used for the session:
Package
- Presentation Slides
- Activity Sheets
- Brown Envelop
- Meta Card
- Pentel Pen
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Detaile Learnin
Learner’s
Time Session Objective d Detailed Description of Methodology g
Output
Conten Resourc
t e
Outline Materials
Introducing Say: Good morning/afternoon everyone! I am Slide Deck
oneself and the from . I will be delivering - Slides
topic together the session on the Overview of the Instructional 2, 5
with the Design Framework (IDF).
duration and Do: show slides 2
the session Say: This will be an hour and a half session. The
objectives following are the objectives of the session.

1 By the end of an hour session, educator-

min. participants will have a better understanding of
the K to 10 Instructional Framework (ID) as a
foundation for designing learning opportunities.
Specifically, participants will be able to:
a. define Instructional Design Framework (IDF);
b. relate the process of learning as an
important activities of the brain (Science
of Learning)
c. identify the different components of the
Instructional Design Framework (IDF);
and
d. express appreciation for the
importance of Instructional Design as a
foundation in
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designing learning opportunities using the

reflection journal.

Do: show slide 5

Administering Priming Activity
Anticipation (Note to the Trainer: This activity can also be done using
Guide Mentimeter in case you are dealing with big group and
internet is accessible)-see additional slide deck)
2
Do: Divide the participants into 5 groups.
mins.
Say: Let’s count 1 – 5.
All number 1 should sit together, so with
numbers 2, 3, 4 and 5.
Name your group and come up with a yell. I’ll
give you a minute to do this.
Ask: Are you ready?
Ans. Yes!
Say: As I call each group, tell me
the group’s name and say your yell.
Say: Excellent! Thank you, everyone!

Individual and small group discussion

- show slide Slide Deck-
2 - read the directions Slide 8-9
mins - have the participants answer the Anticipation
anticipation guide (individual then by Guide
group)
Do: Provide the participants with a copy of the
anticipation guide.
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Show Slide 8-9

7 Discovering the Say: Let’s take a look at slide 8. May I ask group
mins. Important 1 to read the directions. Thank you, group 1.
Elements of an Let’s start using the sheet provided in answering
Instructional the anticipation guide. We have 3 mins. to do
Design this.
Framework Say: Let’s record your answers on the chart.
(Prepared earlier for posting.)
Analysis
Slide Deck
Ask: What have you noticed in your responses?
Ans. Differences/Similarities
Slide 10 -
Ask: Why do you think so? Directions
Ans. We have different beliefs and experiences. for Activity:
Say: Let’s go back to your answers after the session. “Send me an
Answer”
Activity: “Send me an answer”
Using the same group proceed with the
Activity.
Do: Show Slide 10
Say: We will have another activity. “Send me an
Answer”
Do: Read the directions on slide 10
Do: Show Slide 11
Envelop 1 – What aspect/s do we need to include in
developing an instructional design?
Envelop 2 – What principles need to be
considered in designing instruction? Slide Deck
Envelop 3 – What are the events in the teaching
and learning process?
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Envelop 4 – What should be the components of an Slide 12

instructional design?
Analysis: Slide 13
Ask: What did you discover while doing the activity?
Ans. Those ideas can be shared by the group.
Each group contributed to the question.
Ask: What are the aspects/phases of an
Instructional Design? Slide 14
Ans. The aspects/phases of an instructional design
5 are Context, Connection, Collaboration, and
mins. Creativity
Ask: What are the Principles to be considered in
developing an instructional design? Slide 15
Ans. The Principles underlying the instructional
design are: Inclusive, Ideational,
Integrative, and Innovative.
Ask: What are the essential learning events in the
Slide 16
teaching and learning process?
Ans. The four essential learning events of the IDF are:
Engage, Explore, Experience, and Empathize
Ask: What should be the components of an IDF?
Ans. The components of the Instructional Design
Framework are 1. The Principles, 2. The Aspects
3. The Events, 4. Curriculum, Teaching and Slide 17
Assessment, 5. Suggested Pedagogical
Approaches
Ask: How did you come up with this summary?
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Ans. Through the activity, collaboration – every Slide 18

group was given the chance to share their
answers to the questions.
Ask: What process did we use to develop the answers
during the activity?
Ans. Collaborative Game

Note: Participants are not expected to come up with

a. define the appropriate answers. We don’t necessarily lead
them to the correct answer because this will happen
Instructional
in the abstraction.
Design
If the participants provided the appropriate answer,
Framework the abstraction would deepen the concept.

Overview and Abstraction

Foundations of Lecturette Q and A using slide deck
ID
Say: Using the results of the activity earlier, let’s
check on the Instructional Design Framework
prepared by BLD to have a better
understanding of the IDF through its
components: the Principles, the Aspects, the
Events, the curriculum, teaching, and
assessment.
First, we need to understand what an
Instructional Design Framework is and relate it
to how learning happens in the brain based on Slide Deck
research (the Science of Learning)
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Ask: What is an Instructional Design Framework? Slide 19 -

Can anyone share their thoughts? Instructional
Ans. An Instruction Design Framework serves as Design
a guide in the teaching and learning Framework
process. (IDF)
Do: Show Slide 19
Say: An instructional framework provides a
cohesive structure made up of proven
components, but it is adaptable as to how it
works with varying teaching styles, content
areas, and student needs. IDF, therefore, sets
the standards of an effective teaching and
learning process yet, allows teacher to Slide Deck
unleash their creativity with confidence that Slide 20 -
their students are going to be successful. Based on
Do: Show Slide 20 Pedagogica
It is based on the pedagogical approaches l
stipulated in the Enhanced Basic Education Act Approaches
b. identify the of 2013 (RA 10533) that clearly specified that
different the curriculum should be learner-centered,
components of developmentally appropriate and
the inclusive as well as promotes the use of
Instructional pedagogical approaches such as
Design constructivist, inquiry- based, reflective,
collaborative and integrative.
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Fundamental Do: Show Slide 21-22 Slide 21-

principles Say: The slide shows the Instructional Design 22
directing Framework (IDF). As we all know the Diagram of
successful CORE/CENTER/HEART of everything that we do IDF
instructional in education is the LEARNER. Then we ask,
design what is it in the learner that we should consider
to help her/him achieve the educational goal as
we develop instruction or (teaching and
learning)?
Ask: Can anyone tell the group what are the aspects
that need to be considered in instructional design?
Say: Think about what we had in the activity.
Ans. The aspects/phases of an instructional
design are Context, Connection,
Collaboration, and Creativity

Say: Thank you for your responses. Slide Deck

Do: Show Slide 23
Slide 23 -
Say: The red circle after the learner are the Aspects
Four Cs
that need to be considered in the teaching and
learning process or the 4 C’s context, connection,
collaboration, and creativity that will emanate as
learners take charge of their own learning while
teachers are responsive to learners' needs.

Ask: What do we mean when we say

context/connection/collaboration/creativity? Can
anyone share their ideas?
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Ans. Context refers to the situation/background of the

Critical factors learner, connection refers to interrelatedness of the
impacting learner’s context/background to what they will be
learner learning, collaboration is about working together with
involvement peers and the ability to encourage creativity.
and Say: Yes, thank you all for sharing your ideas.
achievement
Note: If the answers are insufficient, this can serve as Slide Deck
a Slide 24 – 27
deepening (this can also be in the handout).
Key Aspects of
Say: As we all know Context is the background ID
or setting of something that affects how learners
comprehend information and helps them better
appreciate the importance of what is being
taught considering the actual problems and
situations presented in their daily life. The other
C is for Connection, this is a vital consideration
in instruction believing that our interest is in the
development of understanding and transferable
knowledge in complex domains. While the next
C is Collaboration. It is the process by which
students cooperate with one another to
accomplish a common objective. It occurs when
learners are given the opportunity to contribute
to accordance with their skills and are equally
responsible for producing outputs or sharing
knowledge. And the last C is Creativity. It
allows
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learners to use their imagination and critical

thinking skills to create meaningful forms of what
they have learned.

Do: Show slide 28

Say: The table on slide 28 provides specific details Slide Deck 28
of the different aspects.

Do: Show slide 29

Say: The next circle refers to the instructional Slide Deck 29
Key elements for principles considered in this IDF, or we call it the 4
the development I’s; Inclusive, Ideational, Integrative,
of an appropriate Innovative. This means that teachers must be able
teaching and to discern and demonstrate how various pedagogical
learning process approaches in the curriculum will reflect the design
of learning activities.
Being Inclusive focuses on designing learning
experiences that are accessible and meaningful for a Slide Deck 30
learner, regardless of their backgrounds or abilities.
Ideational involves generating ideas or concepts
that can be used to describe a thought process or Slide Deck 31
mental framework and is focused on techniques to
come up with as many ideas as possible,
development and exploration of propositions, without
judgment or criticism. Slide Deck 32
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Integrative, on the other hand, refers to something

that combines or brings together different elements
or aspects into a unified whole. It can be used to
describe a variety of concepts and practices across
various fields. Slide Deck 33
And the last one is Innovative, this involves
exploring new and creative ways to design and
deliver instruction. It includes the use of emerging
technologies, varied teaching methods, and
innovative assessment strategies to keep learners'
experiences motivating and engaging.
Slide Deck 34
Do: Show slide 34
Say: The table on slide 34 provides specific details of
the different principles.
Slide Deck 35
Do: Show slide 35
Say: The yellow circle in the Framework refers
to the Facets/Events or we call it as the 4 E’s
Engage, Explore, Experience and
Empathize. Engage focuses on capturing the
learner's attention and generating interest in
the learning process.
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Ask: What do we mean when we say

engage/explore/experience/empathize? Please share
your ideas.
Ans: Engage as an event in the teaching and
learning is providing opportunity for learners to
actively participate in an activity. Explore, on the
other hand, refers to an opportunity to discover new
concepts and ideas. While, experience refers to an
event in the teaching and learning that will allow
learners the opportunity to apply the KSA in their
daily life, and for empathize because they apply or
practice what they have learned the more they can
relate to the situation.

Say: Yes, thank you all for sharing.

Slide Deck 36
Note: If the answers are insufficient, this can serve as
a deepening (this can also be in the handout)

Engage focuses on capturing the learner's

attention and generating interest in the learning
process. This includes a variety of strategies
Slide Deck 37
and techniques so that learners take an active
role in the learning process.
Explore allows learners to discover new concepts
and ideas on their own. This involves providing
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opportunities for learners to experiment, solve Slide Deck 38

problems, or ask questions. Experience allows
learners the opportunities to apply the
knowledge, skills, abilities, and attitudes in a real- Slide Deck 39
world context.
Empathize enables learners to understand and
connect with the material they are learning.
Slide Deck 40
Do: Show slide 40
Say: The slide shows the details of the different
learning events.
Significance of Do: Show slide 41 Slide Deck
the curriculum, Say: The Peripheral of the framework are the Slide 41
Teaching Curriculum, Teaching, and Assessment. The K to
(Pedagogy) and Ask: Can anyone share their thoughts about the 10 IDF
assessment in components of the framework? Why is
the IDF curriculum part of the framework?
Ans. Curriculum is the backbone of education. It is
the blueprint for the concepts that must be
taught to students for them to satisfy the
subject requirements.
Adopting Ask: How about Teaching?
reflective Ans. Refers to the profession concerned primarily
practices to with classroom instruction. It also refers to
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improve teaching the process of ensuring that learning happens

and learning inside the classroom.
process Ask: How about Assessment?
Ans. Assessment, on the other hand, refers to
the formative assessment which may be an
assessment for learning so that teachers
can make adjustments in their teaching or
assessment as learning wherein learners
reflect on their own progress.
Better Do: Show slides 42 - 51 Slide Deck 42
understanding Say: The next few slides will show us the different – 51
of the K to 10 suggested pedagogical approaches for each of
Instructional the learning areas. This will be discussed in
design as detail to include how it is in the lesson in your Slide Deck 52
articulated in respective Las during the breakout. – 55
the reflection Say: Thank you everyone for sharing your ideas.
paper We’re done with our journey in
understanding the Instructional Design
Framework.
Do: Show slide 54
Say: Just to ensure that we had a better
understanding of what an Instructional
Design Framework is and its components let’s
read slide 54-55
Say: This time let’s explore how our brain learns
and see if what we have envisioned in the Slide Deck 56
Instructional
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Framework is related to the learner’s cognitive

development.
Do: Show slide 56
Say: I am giving you a minute to read the
statement silently. I will call one or two to
give their reflection on the statement: “All
human behavior is mediated by the brain
and the
central nervous system. The process of
learning is one of the most important
activities of the brain.” Houde, Rossi, Lubin, & Joliot,
6 2010
mins Say: Thank you for the thought-provoking
reflections.
Ask: What does this mean? How do we relate this
c. express to Instruction or the teaching and learning
appreciation process?
of the Ans: Science of Learning emphasizes on how
importance of learners learn, and connect this to its practical
Instructional implications for teaching and learning.
Design as a Ans: The cognitive principles behind the results
foundation in of the research on the science of learning
designing Slide Deck 57
should be considered in the IDF.
learning
opportunities Ask: What is Science of Learning?
using the Ans: Science of Learning summarizes existing
journal cognitive science research on how learners
learn, and connects it to practical implication
for teaching.
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Ask: Based on that very broad research, what

cognitive principles have been formed?
Ans. The Cognitive Principles are:
2 1. Learners learn new ideas by reference Slide
mins to ideas they already know. Deck 58-
2. Information is often withdrawn 62
from memory just as it went in.
3. Each subject area has some set of facts that, if
committed to long-term memory, aids problem-
solving by freeing working memory resources and
illuminating contexts in which existing knowledge
and skills can be applied.
4. The transfer of knowledge or skills to a
novel problem requires knowledge of the
problem’s context and a deep
understanding of the problem’s underlying
structure.
5. Beliefs about intelligence are important
predictors of student behavior in school. The
need to ensure that developmentally
appropriate teaching and learning processes are
employed.
Note: A more detailed explanation can be found on
the slide deck’s notes.
Say: Before we end the session, let’s go back to
our anticipation guide.
Ask: Have you changed your mind about your
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answers, or have you affirmed what you had

agreed to in the first place?
Ans: After listening to the session, there are areas
that we have to change our answer.
Ask: How about your responses to the activity?
Ans: It’s a realization that we have the idea and in
fact we had been doing this only that we
don’t know what are these and how these
help and improve the teaching and learning
process.
Do: Call 1 or 2 participants to respond.
Say: Thank you for sharing sir/ma’am

Application Slide Deck 63

– 64
Do: Show slide 63
Say: Slide 63 shows the proforma of the
journal. I’m giving you 3 mins to
complete the proforma.
Do: Show Slide
Say: Using the reflection journal,
have the participants do “Think – Pair –
Share”
Say: You’re done with your reflection journal, right?
“Think”. This time I want you to turn to the
person next to your right “pair” and talk
about your responses for 2 minutes. Then, may
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I ask 1 or 2 participants to “share” what they

have discussed during the “pair” session.
Say: Thank you so much for sharing your
thoughts on the importance of Slide Deck 66
Instructional Design Framework in the
Teaching and Learning Process.

Closure
Do: Show Slide 66
Say: In closing, I want us to read the quotation on
the slide.
Do: Read the quotation
Say: Thank you for your active participation! God
bless everyone!