MARAMING SALAMAT!

OVERVIEW OF THE
INSTRUCTIONAL DESIGN
FRAMEWORK(IDF)
DR. ARNOLD C. GATUS
Session Objectives:
At the end of the session, the participants will be able to:
a. define Instructional Design Framework (IDF);
b. identify the different components of the Instructional
Design Framework (IDF); and
c. relate the process of learning as an important activity
of the brain (Science of Learning)
d. express appreciation for the importance of
Instructional Design as a foundation in designing
learning opportunities using the reflection journal.
MATATAG Curriculum Training | 2024
Session Flow
Anticipation Guide and Send Me an Answer

Understanding the Instructional Design (ID) Framework

Principles, Key Aspects, and Essential Facets of ID

Curriculum, Teaching, and Assessment

Understanding how learning happens in the brain

Reflection Journal and Think-Pair-Share Activity

Synthesis

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Content

1. The K to 10 Instructional Design (ID)

Framework
2. Principles, Key Aspects, and Essential
Facets of ID
3. Curriculum, Teaching, and Assessment
4. Suggested Pedagogical Approaches
5. Cognitive Principles

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Instructional Design Framework

An instructional framework provides a

cohesive structure made up of proven
components, but it is adaptable so as to
work with varying teaching styles,
content areas, and learners’ needs (while
maintaining the core structure of the
framework). Teachers can unleash their
creativity with confidence that their
learners are going to be successful.
https://learningfocused.com/instructional-framework-101/
MATATAG Curriculum Training | 2024
The K to 10 Instructional Design
Framework
• It is based on the pedagogical approaches
stipulated in the Enhanced Basic Education Act
of 2013 (RA 10533) that clearly specified the
curriculum to be learner-centered,
developmentally appropriate and
inclusive as well as promotes the use of
pedagogical approaches such as
constructivist, inquiry-based, reflective,
collaborative and integrative.
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 The K-10
Instruction
al
Design
Framework
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 The Center
and/or the
LEARNE CORE of
R
Education

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The Four Key Aspects of Instructional
Design
1. Context

2. Connection

3. Collaboration

4. Creativity

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The Four Key Aspects of Instructional
Design
Context is the background
or setting of something that
affects how learners
comprehend information
and helps them better
appreciate the importance
of what is being taught.
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The Four Key Aspects of Instructional
Design
Connection is a vital
consideration in instruction
believing that our interest is
in the development of
understanding and
transferable knowledge in
complex domains.
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The Four Key Aspects of Instructional
Design
Collaboration is a process
by which learners cooperate
with one another to
accomplish a common
objective. It occurs when
learners are given the
opportunity to
contribute/participate.
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The Four Key Aspects of Instructional
Design
Creativity. It allows
learners to use their
imagination and critical
thinking skills to create
meaningful forms of what
they have learned.

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MATATAG Curriculum Training | 2024
 The Four Instructional
Principles
1. Inclusive

2. Ideational

3. Integrative

4. Innovative

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 The Four Instructional
Principles
Inclusive focuses on
designing learning
experiences that are
accessible and
meaningful for the
learner, regardless of
their backgrounds or
abilities.
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 The Four Instructional
Principles
Ideational involves
generating ideas or
concepts that can be
used to describe a
thought process or
mental framework and
is focused on
techniques.
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 The Four Instructional
Principles
Integrative refers to
something that
combines or brings
together different
elements or aspects
into a unified whole.

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 The Four Instructional
Principles Innovative involves
exploring new and
creative ways to design
and deliver instruction. It
includes the use of
emerging technologies,
and varied teaching
methods and innovative
assessments.
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MATATAG Curriculum Training | 2024
The Four Instructional
Facets/Events
1. Engage

2. Explore

3. Experiences

4. Empathize

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The Four Instructional
Facets/Events Engage focuses on
capturing the learner’s
attention and generating
interest in the learning
process. This includes a
variety of strategies and
techniques so that learners
take an active role in the
learning process.
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The Four Instructional
Facets/Events
Explore refers to an
opportunity to discover
new concepts and ideas.
Experience refers to an
event in the teaching and
learning that will allow
learners to apply the KSA
in the daily life.

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The Four Instructional
Facets/Events
Experience allows
learners the opportunities
to apply the knowledge,
skills, abilities, and
attitudes in a real-world
context.

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The Four Instructional
Facets/Events

Empathize enables
learners to understand
and connect with the
materials they are
learning.

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MATATAG Curriculum Training | 2024
 The K-10
Instruction
al
Design
Framework
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 The K to 12 Pedagogical Approaches
The K to 10 Revised Curriculum
shall continue to utilize pedagogical
approaches that are constructivist,
inquiry-based, reflective,
collaborative, and integrative as
stipulated in RA 10533 and reiterated
in DepEd Order No. 21, s. 2019.
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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches
Suggestopedia, Systematic Phonics
Structured Instruction, Audio-lingual
Instruction, Total Physical Response,
Explicit Teaching, Literacy, Task-Based
Instruction, Interactive Learning,
Filipino Experience
Communicative-Language Teaching,
Text-Based Instruction, and Whole
Language Approach Differentiated
Instruction and Cooperative Learning

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches
Suggestopedia, Systematic Phonics
Instruction Structured, Audio-lingual
Instruction, Explicit Teaching, Literacy,
Differentiated Instruction, Task-Based
Instruction, Interactive Learning, Cooperative
English Experience
Learning, Communicative-Language Learning,
Communicative-Language Teaching, Text-
Based Instruction, and Whole Language
Approach

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Experiential Learning, Ethical Decision

Good Manners Making, Role Play, Dramatization,
and Right Conduct
Simulation, Situational Analysis,
(GMRC) and
Reflective Approach, Social and
Values EducationExperience
Emotional Learning, Values Clarification,
Value Analysis, Moral Development

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Discovery Learning, Experiential and

Situated Learning, Cooperative Learning,
Mathematics
Problem-Based Learning, Differentiated
Experience
Learning

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Discovery Learning, Differentiated

Instruction, Problem-Based Learning,
Science
Science-Technology-Society Approach,
Experience
Interdisciplinary Approach

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Thematic-Chronological Approach,
Araling Experience
Conceptual Learning, Research-Based
Approach, Interdisciplinary Approach
Panlipunan

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Authentic Learning, Experiential

Learning, Problem-Based Learning,
EPP/TLE Experience
Project-Based Learning, Contextual
Learning, Differentiated Instruction,
Explicit Instruction

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Music and Arts Education: Culture-Based

Approach, Project-Based, Visual Culture,
Physical Education and Health: Culture
MAPEH
Responsive, Epidemiological Learning,
Experience
Health and Life-Skills Based, Holistic
Learning, Preventive, Rights-Based,
Standards and Outcomes-Based, Values-
Based Approach

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 Suggested Pedagogical
Approaches
Learning Area Pedagogical Approaches

Transdisciplinary Approach, Culture-

Makabansa Experience
Based Approach, Project-Based Learning,
Problem-Based Learning

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 Instructional
Design Framework
(IDF)
● An instructional
framework is a
flexible, adaptable
structure that ensures
effective teaching and
learning, allowing
teachers to use their
creativity confidently.
43
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 The Four Key The Four
The Four
Aspects of Essential
Instructional
Instructional Facets of
Principles (4Is)
Design (4Cs) Learning (4Es)

• Inclusive • Context
Experience • Engage
• Ideational • Connection • Explore
• Integrative • Collaboration • Experience
• Innovative • Creativity • Empathize

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“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,

2010

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What is Science of Learning?
Science of Learning is not an ideology, a philosophy, or
a program of instruction.

Science of Learning was developed by member deans

for Impact in close collaboration with Dan Willingham, a
cognitive scientist at the University of Virginia, and Paul
Bruno, a former middle-school science teacher.

The Science of Learning summarizes the existing

research from cognitive science related to how
students learn and connects this research to its
practical implications for teaching and learning.
MATATAG Curriculum Training | 2024
Cognitive Principles
Cognitive Principles Implication to Teaching and Learning

1. Learners learn new ideas by reference A well-sequenced curriculum is important

to to ensure that students have the prior
ideas they already know. knowledge they need to master new ideas.

Teachers use analogies because they map

a new idea onto one that students already
know. But analogies are effective only if
teachers elaborate on them, and direct
student attention to the crucial similarities
between existing knowledge and what is to
be learned.

This is where the integration of the

Instructional Framework in the Science of
learning happens.

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Cognitive Principles
Cognitive Principles Implication to Teaching and Learning

2. Information is often withdrawn Teachers can assign learners tasks that require
from memory just as it went in. explanation (e.g., answering questions about how
or why something happened) or that require
learners to meaningfully organize material.
These tasks focus the learner’s attention on the
meaning of course content.

Teachers can help learners learn to impose

meaning on hard-to-remember content. Stories
and mnemonics are particularly effective at
helping students do this.

This is where Engage and Experience are

applied from the IDF particularly the facets or
events in the teaching and learning process.

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Cognitive Principles
Cognitive Principles Implication to Teaching and Learning

3. Each subject area has some set Teachers need to teach different sets of facts at
of facts that, if committed to long- different ages. For example, the most obvious
term memory, aids problem-solving (and most thoroughly studied) sets of facts are
by freeing working memory math facts and letter-sound pairings in early
resources and illuminating contexts elementary grades.
in which existing knowledge and
skills can be applied. For math, memory is much more reliable than
calculation. Math facts (e.g., 8 x 6 = ?) are
embedded in other topics (e.g., long division). A
child who stops to calculate may make an error or
lose track of the larger problem. The advantages
of learning to read by phonics are well-
established.

This recognizes the importance of the 4I’s in the

IDF principles.

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Cognitive Principles
Cognitive Principles Implication to Teaching and Learning

4. The transfer of knowledge or skills to a Teachers can ensure that students have
novel problem requires both knowledge of sufficient background knowledge to
the problem’s context and a deep appreciate the context of a problem.
understanding of the problem’s underlying
structure. The product of deliberate practice is that
concepts are built in their long-term
Metacognition – thinking beyond thinking memory so that this will serve as learners’
reference once they encounter novel
concepts and develop new skills.

The power of seven (7) and the need for

chunking as this is how our brain works.

This is applying integrative, innovative,

and even ideational principles as
discussed in the IDF.
MATATAG Curriculum Training | 2024
 Cognitive Principles
Cognitive Principles Implication to Teaching and Learning

5. Beliefs about intelligence Teachers should know that learners are more motivated
are important predictors of if they believe that intelligence and ability can be
student behavior in school. improved through hard work.

Teachers can contribute to learners’ beliefs about their

ability to improve their intelligence by praising
productive learner’s efforts and strategies (and other
processes under the learner’s control) rather than their
ability.

Teachers can prompt students to feel more in control of

their learning by encouraging them to set learning goals
(i.e., goals for improvement) rather than performance
goals (i.e., goals for competence or approval).

Allow learners to make mistakes and errors and learn

from them.
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Clincher
“I never teach my pupils; I
only attempt to provide the
conditions in which they
can learn.”
s
Albert Einstein

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References
https://learningfocused.com/instructional-framework-101/

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 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development BLD
Bureau of Learning Delivery Rosalina J. Villaneza, PhD
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources

Human Resources and Organizational

Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

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MARAMING SALAMAT!

56