by:

DR. MARIA SIMPLICIA E. FLORES

Overview

 Instructional Designing – also known as LESSON

PLANNING

 Instructional Design – is a systematic plan to

facilitate learning toward specified competencies or
objectives at the unit or subject level in a curriculum.
Objectives

 At the end of the lesson, the student should be able to :

1. Analyze the factors that should be considered in the
design of instruction.
2. Formulate objectives for a selected unit of instruction.
3. Specify the content, learning activities, and resources
which will best achieve each particular objective.
4. Illustrate organization of an area of content using a
concept map.
5. Justify the choice and sequence of learning activities.
6. Select the appropriate method and tool to measure
students’ achievement of specified objectives.
A. Instructional Design: The Microperspective
 B. Elements of Instructional Design

1. SITUATIONAL ANALYSIS – is looking into the

instructional situation, the key participants
(learners) and the existing conditions that
surround and support learning (teacher, existing
curriculum and the subject or unit to be taught,
resources available, and constraints).
 Learner Characteristics – Who and how many are my
students? What knowledge, skills, and attitudes are they
bringing to the course?
 Similarities and differences of students
 Choice of Teaching strategies
 Student‘s’ prior learning
 Institutional and Curricular Objectives – How will my
course contribute to the objectives of the curriculum?
 Terminal competencies or objectives of a subject should
contribute to the terminal competencies of the curriculum.
 Curricular objectives serve as a guide in the formulation of the
objectives of the subject and the unit

 Instructional Resources and Constraints – What

resources are available to me in terms of faculty, facilities,
materials, and time that will be useful in the conduct of my
course?
 Effective Teaching
2. LEARNING OBJECTIVES – are specifications of
the desired learning outcomes or competencies
(in the form of KSA) expected of the learners as a
result of a learning experience at specific intervals
and/or at the end of a subject.
 Key element of instructional design
 Provide direction in the selection of content and learning
activities
 Helps in the selection of assessment methods and tools
to determine whether such objectives have been achieved
 Emphasize congruence of these elements: objectives, content,
learning activities, and assessment methods and tools
 Qualities of Learning Objectives (CRAAM)
 Domains of Learning
 Cognitive – knowledge, focuses on intellectual abilities
 Psychomotor – skills, focuses on practical skills requiring the
use and coordination of the senses and skeletal muscles
 Affective – attitudes, focuses on attitudes, beliefs, values, and
feelings
 Guidelines in Formulating Objectives
1. Derive the learning objectives from the knowledge, skills,
and attitudes defined in the professional responsibilities
that are within the purpose and scope of your subject or unit.
2. Start with an action verb that indicates the desired
learner performance.
3. Use only one learning outcomes at a time.
4. Specify the condition under which the student’s
performance will be tested when such test situation is not
clearly implied.
5. Specify the standard or minimum acceptable level or
degree of performance unless they are clearly implied or
established and incorporated in the evaluation tool.
3. SUITABLE APPROACH - SELECTION AND
ORGANIZATION OF CONTENT AND
LEARNING EXPERIENCES OR ACTIVITIES
 Planning of learning activities will require an understanding of
how learners learn (internal processes of learning) and
principles of learning that will help the teacher provide the
conditions (events external to the learner)that will support the
internal processes of learning.
 Selection and Organization of Content/Subject Matter
 Uses dimensions of SCOPE, SEQUENCE, and
INTEGRATION
 At the year level or course level – depends on student
terminal competencies
 At the instructional level – essential to achieve student
intermediate competencies
 Learning hierarchy (what must be learned first before a
new thing can be learned) and relationship among the
parts of a subject matter (concepts or principles) represent
the sequence and integration.
 Understanding the Learning Process
 Learning – is a change in human disposition or
capability that persists over a period of time. It is a result of the
interaction between the learner and his environment.
 Adult Learning Principles
 Selection and Organization of Learning Activities
1. What the learning objective requires
 Learning objective represents the desired outcome (teaching
method or learning activity should achieve the objective)
2. What the learning processes and principles call for
Introduction - ->
a. Activating learners’ motivation
b. Directing learners’ attention to the lesson
Development - ->
c. Promoting acquisition, retention, and recall of information
d. Enhancing transfer of learning
Consolidation - ->
e. Eliciting learners’ performance and providing feedback
 Sources of students motivations: incentives, task mastery,
and achievement
 Means for directing attention
1) general alerting function - enhance the learners’ readiness
to receive stimulation through changes in sounds, light, and
other stimuli
2) selective perception – the teacher makes use of what is
known about the learners’ interest or prior knowledge to which
the present lesson can be related
 Promoting acquisition, retention, and recall of
information
 Students know the prerequisites
 Presentation is clear and structured
 Instructor’s messages are open to the students’ inspection
 Theoretical information is made sufficiently concrete and
presented in both verbal and visual forms
 Presented in model performance to watch and imitate
 Take active part in appropriate learning activities geared toward
the achievement of the lesson objectives
 Given adequate opportunities for practice
 Actively process information, solve problems, or practice skills
 Speed of learning information and skills matches the speed at
which the students can learn
 Enhancing transfer of learning
 Provide variety of learning tasks and contexts
 Provide opportunities to apply the learning in as many new
situations as possible

 Eliciting performance and providing feedback

 Provide opportunities to show evidence the kind of his
performance and the degree by which his performance has met
the standard.
 What the Instructional Situation will Permit
 Learner characteristics and learning context or resources (time,
audiovisual aids, materials) influencing the degree of learner
autonomy
 Instructional support that facilitate learning
 Provide opportunities for self-direction
 Instructional Function - defined as the part or role played by
an instructional activity in the context of the instructional unit.
 C. How are we doing?
Evaluation of Student Learning

 Evaluation of student learning (determining

whether the students are achieving or have achieved
the objectives of the lesson, unit, or subject) – very
important component of instructional design.
 It is the result of identifying, collecting, and
analyzing the necessary data (collectively called
assessment) to determine how much the students
have learned.
1. What decisions need to be made? PURPOSES
and TYPES of Evaluation
 Assessment findings serve as bases for making
instructional or administrative decisions.
 FORMATIVE EVALUATION – “DIAGNOSTIC”
 SUMMATIVE EVALUATION

2. What types of DATA need to be collected?

AREAS OF EVALUATION
 Cognitive Domain – knowledge of content or subject matter
and problem-solving abilities
 Psychomotor Domain – actual performance of technical,
interpersonal, and communication skills
 Affective Domain – attitudes and values
3. How will the data be corrected? METHODS and
TOOLS of EVALUATION
 VALIDITY – it accurately measures what it is
measuring.
 Reflect knowledge or content of subject matter – written or oral
examination (METHOD); written examination particularly
short answer, multiple choice, true or false, matching type, or
essay (TOOLS)
 Reflect psychomotor skill or performance of a procedure –
practical examination (METHOD) through observation of the
student’s performance and rating the performance using
defined criteria contained in a checklist/rating scale or rubrics
(TOOLS)
 RELIABILITY – if those being measured yield consistent
or similar results when:
1. A test is given twice at different times (today and again after
one week).
2. Equivalent or parallel forms of a test are administered at about
the same time.
3. Odd-and-even numbered items of a test administered at one
time are scored as separate tests.

 Factors affecting reliability: unclear directions,

insufficient time and presence of distractions, objectivity of
scoring or the degree of agreement among the raters or scorers
of a test
4. How will the TEST be ADMINISTERED?
 Environment must be conducive physically and
psychologically
 Reduce the effects of irrelevant factors (discomfort, noise,
anxiety, cheating, and test-wiseness)