Basics of

Instructional
Planning
 What is
Instructional
Planning?
Instructional planning is the process of systematically planning,
developing, evaluating, and managing the instructional process by
using principles of teaching and learning.
-Department of Education (2016)

It is important to note that instructional planning is a continuous

process.
Plans can be modified or made flexible in order to accommodate
the varied needs of learners.
 Instructional
Planning
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 be
assessed?
 Characteristics of
Teachers for
Effective
Instructional
1. Teachers must be informed decision-makers.
1.1. They need to be fully familiar with the curriculum

Planning
in order to determine
which topics should be given greater emphasis
and how standards and
competencies could best be realized.
1.2. They also need to have an idea of their students’
prior knowledge,
 Characteristics of
Teachers for
Effective
Instructional
2. Teachers must be reflective practitioners.
2.1. After delivering an instructional plan, they need to

Planning
revisit the curricular
standards and competencies and ensure that
these are attained.
2.2. They also need to track student progress and
ponder which techniques
and strategies should be retained or discarded.
 Types of
Instructional
Planning
A. Long-range Planning
This type could prove to be the most challenging for beginning
teachers, especially since this involves planning for the whole
year. At this point, it is important for teachers to do a
curriculum mapping, the process of determining when you will
teach each topic or concept (Beal and Bolick, 2013).
 Types of
Instructional
A. Long-range Planning
Planning
Pondering on these questions before the start of the actual
school year is an important step for teachers to be informed
decision-makers:
1.How is it best to divide the topics and standards into quarters
and/or semesters?
2.Which lessons should be allotted more time and emphasis?
3.How could social studies be integrated with other subjects or
with holidays and celebrations throughout the school year?
 Types of
Instructional
A. Long-range Planning
Planning
In curriculum mapping a particular grade level, t is important to
look at the following: a) Grade Level Standard, which states the
overall goal for the year; b) Topic, which describes the general
theme of the grade level; and c) Content, which outlines the
lessons that will be covered. The table below shows the
information lifted from the Social Studies Grade 1 Curriculum
Guide. (9th slide)
Grade 1

Grade Level Standard Topic Content

Ako, ang Aking I. Ako ay Natatangi

Pamilya at Paaralan A. Pagkilala sa Sarili
B. Ang Aking Kuwento
Naipamamalas ang kamalayan C. Pagpapahalaga sa Sarili
at pag-unawa sa sarili bilang Ang sarili bilang
kasapi ng pamilya at paaralan kabahagi ng pamilya II. Ang Aking Pamilya
at pagpapahalaga sa at paaralan tungo sa A. Pagkilala sa Kasapi ng Pamilya
kapaligirang pisikal gamit ang pagkakilanlan bilang B. Ang Kuwento ng Aking Pamilya
indibidwal at kasapi C. Mga Alintuntunin sa Pamilya
kopsepto ng pagpapatuloy at
D. Pagpapahalaga sa Pamilya
pagbabago, interaksyon, ng komunidad, gamit
distansiya at direksyon tungo ang konsepto ng III. Ang Aking Paaralan
sa pagkakakilanlan bilang pagpapatuloy at A. Pagkilala sa Aking Paaralan
indibidwal at kasapi ng pagbabago, B. Ang Kuwento ng Aking Paaralan
pangkat ng lipunan at interaksyon, distansya C. Pagpapahalaga sa Paaralan
komunidad. at direksyon at ang
IV. Ako at ang Aking Kapaligiran
pagpapahalaga sa A. Ako at ang Aking Tahanan
kapaligirang pisikal at B. Ako at ang Aking Paaralan
paaralan. C. Pagpapahalaga sa kapaligiran
 Types of
Instructional
A. Long-range
Planning
Planning
• While this is indeed helpful in planning the whole year, it is
important to note that curriculum guides exist as mere
guides.
• Reflective teachers take into account these factors and do not
just teach for the purpose of covering all the topics.
• Reflective teachers ensure that the goals they set for
themselves and their students for the school year are aligned
with the Grade Level Standards and Topic.
• It is important to revisit these goals often and use them to
 Types of
Instructional
B. Unit Planning Planning
• A unit is a major division of the year-long plan. It is a cluster of
related lessons organized around a central topic, theme, issue,
or problem and developed in a logical sequence. It can be
designed for any length of time, some ranging for just a week
while others cover a whole quarter. (Beal and Bolick, 2013;
Ellis, 2010)
 Types of
Instructional
• In planning a unit, Beal and Bolick (2013) recommend

Planning
taking into account the following elements and processes:
B. Unit Planning
1. Unit Title. Develop an idea or adopt a topic for study and
translate it into a brief, clear statement of your theme or problem
focus.
2. Time Requirement. Determine approximately how much time
will be spent on the unit.
3. List of Topics. Brainstorm and break the big idea or theme for
the unit into a set of more specific ideas and subtopics.
 Types of
Instructional
• In planning a unit, Beal and Bolick (2013) recommend

Planning
taking into account the following elements and processes:
B. Unit Planning
4. Target Students. Indicate for which group of students or
grade levels the unit is intended. Include them in the planning by
allowing them to identify big questions and issues of interest to
them.
5. Rationale. Construct a brief overview of what the unit is about
and why it is important to learn it.
6. Goals. Identify a goal or set of basic goals that the unit will be
designed to accomplish.
 Types of
Instructional
• In planning a unit, Beal and Bolick (2013) recommend
taking into account the following elements and processes:

B. Unit Planning Planning

7.Objectives. Outline the specific objectives that enable the
goals to be accomplished. Make sure to arrange them in logical
and sequential order
8.Teaching Strategies. Identify and develop related significant
teaching strategies and activities.
9.Resources. Identify, locate, and organize all the individuals and
the instructional resources that are available and will be needed.
10. Evaluation Procedures. Develop a plan to evaluate the
 Types of
Instructional
• After doing curriculum mapping and producing a unit plan, the
next challenge for teachers is to come up with a lesson plan. This
document serves as an outline of what you will be teaching in a

Planning
given day or days. It should follow a logical sequence that will
C. Lesson
facilitate maximum learning for students.
Planning
Daily Lesson Plan (DLP) Daily Lesson Log (DLL)

A teacher‘s “roadmap” for a lesson. It

A template teachers use to log parts
contains a detailed description of the
of their daily lesson. It covers a day’s
steps a teacher will take to teach a
or week’s worth of lessons and
particular topic. A typical DLP contains
contains the following parts:
the following parts:

Objectives, Content, Learning

Objectives, Content, Learning
Resources, Procedures, Remarks, and
 The Importance of
Instructional Planning
• Why is it important for us teachers to allot ample time for
planning?
• How will this activity benefit us?
1. Planning gives the lessons focus and direction.
2. Thought-out planning is way better than on-the-spot teaching.
3. Planning can also help counter classroom management
problems.
4. Planning also facilitates teacher reflection.
 The Importance of
Instructional Planning
Instructional planning is an important activity for those who aspire to
be effective teachers.

In the words of Ellis (2010, p. 120): “Careful planning empowers you.

It makes you a true professional. Careful planning helps distinguish
teachers who do it from those who, content with mediocrity, merely
make their way through textbooks with no strategic vision,
occasionally hitting on a good activity here and there. That’s not
teaching; that’s monitoring.”
 Things to Consider in
Instructional Planning
• Content
One of the primary elements that should be considered in
instructional planning is the content. Basically, teachers need
to know what they will teach in order to effectively prepare their
lesson. In talking about content, it is important to distinguish
between two types of knowledge: declarative and
procedural.
 Things to Consider in
Instructional Planning
• Declarati
•ve
Declarative knowledge entails knowing about
something.
• Declarative knowledge comes in the form of facts,
concepts, and generalizations.
• Procedu
• Procedural knowledge knows how to do something.
ral
• Procedural knowledge is in the form of skills.
 Things to Consider in
Instructional Planning
• Example
1 • In a geography class, identifying the elements of a
map is an example of declarative knowledge, while
determining the absolute location of the
Philippines on the world map is an example of
• procedural knowledge.
Example
• In history, knowing the significant heroes and
2
events in the Philippine Revolution is an example of
declarative knowledge, while critically analyzing
primary sources from this period is an exercise of
procedural knowledge.
 Things to Consider in
Instructional Planning
Why, then, is it important to distinguish between
declarative and procedural knowledge in
instructional planning?
• Declarative knowledge may be presented through
expository approach, graphic organizer, or
data retrieval chart. On the other hand,
procedural knowledge is best presented through
task analysis or problem-solving.
 Content
Competencies Skills

• Nakakagamit ng mapa at atlas upang matukoy ang

iba’t ibang lugar, lokasyon at ibang impormasyong
pangheograpiya
Pagsisiyasat
• Nakakagamit ng mga kasangkapang teknolohikal
upang makakita o makahanap ng mga sanggunian ng
impormasyon

• Nakakabasa ng istatiskal na datos

Pagsusuri at interpretasyon ng • Nakakabasa sa mapanuring pamamaraan upang
datos maunawaan ang historical na konteksto ng sanggunian
at ang motibo at pananaw ng may-akda

• Natutukoy ang pagkakaiba ng opinion at fact

Pagsusuri at interpretasyon ng
• Nakauunawa ng papel at epekto ng heograpiya sa
impormasyon
pagbabagong panlipunan at pangkalikasan
 Content
Competencies Skills

• Nakasasagot ng tanong base sa angkop at sapt na

ebidensya
• Nakagagamit ng teknolohikal na instrumento sa
Pagsasaliksik
pagsasaliksik, pagsusuri ng datos, pagsulat ng
sanaysay o papel, at paghanda ng presentasyon ng
pananaliksik.

• Nakabubuo ng maikli ngunit malinaw na introdksyon at

konklusyon ka nagpapaliwanag.
• Nakasusulat ng sanaysay na nagpapaliwanag ng isang
Komunikasyon
pangyayari, isyu o penomeno, gamit ang nararapat at
sapat na impormasyon o ebidensya sa angkop na
pamamaraan.
 Content
Competencies Skills

• Nakapagpapakita ng pantay na pakikitungo at

paggalang sa mga may ibang pag-iisip kahit hindi ito
paggalang sa mga may ibang pag-iisip kahit hindi ito
sumangsang-ayon sa sariling ideya, posisyon o
Pagtupad sa pamantayang
pagtingin.
png-etnika
• Natutukoy ang sangguniang ginamit sa papel
(reaksyon, maikling sanaysay) bilang pagkilala sa
karapatan sa pag-aaring intelektwal ng
awtor/manlilikha
 Things to Consider in
Instructional Planning
• Objectiv
es
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.
 Objective
Naipamamalas ang pag-unawa sa mga konsepto at isyung
pangkasaysayan, pangheogropiya, pang-ekonomiya,
pangkultura, pampamahalaan, pansibiko, at panllpunan
gamit ang mga kasanayang nalinang sa pag-aaral ng iba’t
Core ibang disiplina at larangan ng araling panlipunan kobilang
Learnin ang pananaliksik, pagsisiyasat, mapanuring pag-isip,
g Area matalinong pagpapasya, pagkamalikhain,
Standar pakikipagkapuwa, likas-kayang paggamit ng
d pinagkukunang-yaman, pakikipagtalastasan at
pagpapalawak ng pandaigdigang pananaw upang maging
isang mapanuri, mapagnilay, mapanagutan, produktibo,
makakalikasan, makabansa at makatao na papanday sa
kinabukasan ng mamamayan ng bansa at daigdig.
 Objective
Naipamamalas ang panimulang pag-unawa
at pagpapahalaga sa sarili, pamilya,
paaralan, at komunidad, at sa mga batayang
Key
konsepto ng pagpapatuloy at pagbabago,
Stage
distansiya at direksiyon gamit ang mga
Standar
kasanayan tungo sa malalim ng pag- unawa
d (K-3)
tungkol sa sarili at kapaligirang pisikal at
sosyo kultural, bilang kasapi ng sariling
komunidad at ng mas malawak na lipunan.
 Objective
Naipamamalas ang kamalayan, pag-unawa at
pagpapahalaga sa kasalukuyan at nakaraan ng
kinabibilangang komunidad, gamit ang konsepto
Grade
ng pagpapatuloy at pagbabago, kapangyarihan,
Level
pamumuno at pananagutan, pangangailangan
Standar
at kagustuhan, pagkakilanlan, mga simpleng
d (Grade
konseptong heograpikal tulad ng lokasyon at
2)
pinagkukunang-yaman at ng mga saksi ng
kasaysayan tulad ng tradisyong oral at mga labi
ng kasaysayan.
 Objective
Content
Naipamamalas ang pag-unawa sa
Standard
kahalagahan ng kinabibilangang
(Grade 2,
komunidad.
Quarter 1)

Performanc Malikhaing
e Standard nakapagpapahayag/nakapagsasalarawan
(Grade 2, ng kahalagahan ng kinabibilangang
Quarter 1) komunidad.
 Things to Consider in
Instructional Planning
• Objectiv
esother hand, competencies are more specific and can be
On the
achieved in a shorter period of time, probably in a day or a
week. The learning competencies in a quarter are consistent
with the content and performance standard. Teachers can
directly lift these competencies as their unit or lesson
objectives.
 Things to Consider in
Instructional Planning
• Example
1 • Grade 2, Quarter 1, Competency 1.1:
Nasasabi ang payak na kahulugan ng
komunidad.
• Example
2 • Grade 2, Quarter 2, Competency 11: Nasusuri
ang kahalagahan ng mga pagdiriwang at
tradisyon na nagbubuklod ng mga tao sa pag-
unlad ng sariling komunidad.
 Things to Consider in
Instructional Planning
1) Nasasabi ang mga pagdiriwang at tradisyon
na ginagawa ng mga tao sa sariling komunidad
and
2) Naipaliliwanag ang kahalagahan ng mga
pagdiriwang at tradisyon sa pag-unlad ng
komunidad.
 Things to Consider in
Instructional Planning
• Knowledge Dimension: The revised taxonomy also differentiates between factual,

conceptual, procedural, and metacognitive knowledge.

1. Factual Knowledge: Discrete, isolated content elements (terminology and

knowledge of specific details and elements).

2. Conceptual Knowledge: Ideas and the interrelationships among basic elements

that enable them to function together, such as classifications, categories, principles,

generalizations, theories, models, and structures.

3. Procedural Knowledge: Processes and how they are performed, methods of inquiry,

and skills.
 Things to Consider in
Instructional Planning
• Affective Domain: This domain focuses on attitudes,
values, interests, and appreciation of learners, ranging
from receiving and listening to information to
characterization or internalizing values and acting upon
them.
• Psychomotor Domain: This domain considers
coordination, sensory organ movement, and the physical
movement of the body as a whole.
 Things to Consider in
Instructional Planning
• Remembering: This level involves recalling basic facts and information.
• Understanding: Students demonstrate comprehension by explaining
concepts in their own words.
• Applying: Learners use learned information in new situations or contexts.
• Analyzing: This level focuses on breaking down information into its parts and
identifying relationships.
• Evaluating: Students make judgments and draw conclusions based on criteria
and standards.
 Things to Consider in
Instructional Planning
In planning social studies instruction, teachers should
place importance in developing students’ higher order
thinking skills, represented by the upper three categories
in Bloom’s Taxonomy. One of the major criticisms of social
studies education in the Philippines is its emphasis on
factual recall and rote memorization, which are
considered lower order thinking skills. To counter this,
teachers should ensure that they incorporate analysis,
 Things to Consider in
Instructional Planning
• Classroom
Environment
Students learn more when there is a positive
classroom environment, the reason why teachers
should also take this into account in instructional
planning. A positive emotional environment should
also be promoted by instilling respect toward each
another. This could be done by forming collaborative
groups devising seating arrangements, implementing
a buddy system, and/or planning group activities.
 Things to Consider in
Instructional Planning
• Classroom
Environment
A positive classroom environment can be easily
achieved by establishing classroom rules and
routines at the start of the school year. Aside from
promoting a healthy social and emotional
environment, this also adds structure and
organization to the instruction. Rules may be general,
such as “Always do your best” and “Be kind,” or
specific, such as “Submit your requirements on time”
 Things to Consider in
Instructional Planning
• Classroom
In Environment
establishing classroom rules and routines, Price and Nelson
(2014) suggested the following guidelines:
1. Develop and evaluate them with students;
2. Keep rules few in number so everyone can remember them;
3. Post them;
4. Refer to them often;
5. Support students by following them;
6. Teach the students what each rule means;
7. Acknowledge students for following them; and
8. Enforce them consistently.
 Things to Consider in
Instructional Planning
• Materials
Another thing to consider in planning instruction is
the materials. 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 (LCD projector,
laptop), tools (compass, ruler), realia (artifacts,
coins), print sources (song lyrics, documents), and
manipulative (puzzles, globe).
 Things to Consider in
Instructional Planning
• Materials
In selecting instructional materials, Sousa (2001)
recommends that teachers should use materials that
appeal to the different senses. As much as possible,
the senses of hearing, sight, and touch should be
tapped since these contribute the most to learning.
Stimulating the different senses create meaningful
learning experiences for the students which can lead
to a possible long-term retention of information.
Because the generation of students today are
considered digital natives, infusing technology in
 Things to Consider in
Instructional Planning
• Materials
Here are a number of practical considerations in the use of
instructional materials:
1. Materials should be ready to use and located nearby before
beginning the instruction.
2. Every student should have an equal chance to see and/or
access the materials
3. Teachers should preview the materials in order to explain
difficult terms to students, anticipate misconceptions, answer
queries, and make meaningful connections.
4. Materials should be age-appropriate, culturally responsive,
 Things to Consider in
Instructional Planning
• Students
The student is the heart of the learning process. As
such, they should be given utmost consideration in
instructional planning.

In order to effectively facilitate learning, teachers

should take into account the following in the planning
process:
 Things to Consider in
Instructional Planning
1. Students’
Readiness
This refers to the ability level of a student in relation
to a given topic and skill. This can be caused by
differences in their learning rate and prior
experiences. Some grade 1 students may already
know how to make a timeline while others may still
be struggling in understanding chronology. Therefore,
it is important for teachers to acknowledge that
students do not learn at the same pace and utilize
 Things to Consider in
Instructional Planning
2. Students’ Interest
This is considered as a powerful motivator to engage
students in the learning process. Some students may
be interested in superheroes while others may be
fascinated in cartoon characters. Capturing students’
interests is important for them to be academically
engaged and to perform well in the subject. This can
be done by identifying their interests and
incorporating these in the lesson or by providing
 Things to Consider in
Instructional Planning
3. Intelligence Preference or
Learning
This refers to theStyle
different cognitive inclinations that
a person has for learning. Some students study
effectively when music is incorporated in the lesson,
while others learn more when they are shown charts
and diagrams.
 Things to Consider in
Instructional Planning
3. Intelligence Preference or
Learning
Students have atStyle
least one of nine intelligence
preferences: verbal linguistic,
logical/mathematical, musical/rhythmic,
bodily/kinesthetic, visual-spatial, interpersonal,
intrapersonal, naturalist, and existential. In
planning instruction, teachers should vary their
approaches and strategies to tap the students'
different intelligence preferences. -Howard
 Things to Consider in
Instructional Planning
3. Intelligence Preference or
Learning
One effective Style
way of facilitating learning in a diverse
classroom is through the use of differentiation.
Fautley (2013) defines differentiation as a deliberate
pedagogical strategy by which teachers create
conditions in which the curriculum is made accessible
to individual students in ways which are appropriate
to their needs and which allow them to function to
their fullest potential.
 Things to Consider in
Instructional Planning
3. Intelligence Preference or
For example,
Learningin teaching
Style the contribution of the 1896
Philippine Revolution to nation-building, students who
are musically inclined may be instructed to compose
a jingle, those who are linguistically intelligent may
write a poem, while the artistically gifted may draw a
poster.

Through this, students’ readiness, interests, and

preferences are taken into account and effectively
tapped so that they will become more engaged in the
 Things to Consider in
Instructional Planning
• Teacher
Finally, 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: content knowledge,
pedagogical knowledge, and technological
knowledge.
 Things to Consider in
Instructional Planning
• Teacher
Content knowledge refers to the teacher’s
knowledge about the subject matter that will be
taught. This includes knowledge of concepts,
theories, ideas, frameworks, and established
practices and approaches in the development of such
knowledge.
 Things to Consider in
Instructional Planning
• Teacher
In social studies, examples of this are knowledge of
the concepts and frameworks in the social sciences
such as anthropology, economics, sociology, and
skills in geography and historical thinking. Such
knowledge is critical since low content knowledge
may contribute to the teaching of the wrong
information and the development of misconceptions
 Things to Consider in
Instructional Planning
• Teacher
Pedagogical knowledge refers to the teacher’s
knowledge about the process of teaching and
learning. This includes the understanding of the
principles of learning, classroom management,
instructional approaches and strategies, and
assessment practices.
 Things to Consider in
Instructional Planning
• Teacher
Some teachers may be experts in their discipline
but may lack the knowledge and skills on how to
successfully communicate the information to their
students. Thus, it is important that a teacher
develops his/her pedagogical knowledge because this
greatly contributes to effective teaching and learning.
 Things to Consider in
Instructional Planning
• Teacher
Technological knowledge is 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. Given that the learners today are
 Things to Consider in
Instructional Planning
• Teacher
The intersection of these
three knowledge components,
as shown in the figure below,
produces an emergent
component, the
Technological Pedagogical
Content knowledge, also
known as TPACK. Simply
HELLO
MIDTER