Chapter III- INSTRUCTIONAL PLANNING

8/7/2019 Chapter III- INSTRUCTIONAL PLANNING

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Chapter 111- INSTRUCTIONAL PLANNING

process of deciding what and how your students should learn

guides the teacher in his teaching procedure

necessary to have knowledge of the (1) subject matter (2)

learners (3)

methods (4) materials and (5) objectives


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INSTRUCTIONAL OBJECTIVES

objectives save time, avoid redundancy, and ensure that critical learning needsare addressed

contain 5 elements :

1. Who is to perform the desired behavior (e.g. pupil, student, learner)

2. The actual behavior to be employed in demonstrating mastery of the

objective (e.g. to write, to identify, or to distinguish)

3. The result (e.g. the product or performance) of the behavior which will be

evaluated to determine whether the objective is mastered (e.g. an essayor

the speech) 4. The relevant conditions under which the behavior is to be performed (e.g.

a- one hour quiz or a forty-minute period)

5. The standard that will be used to evaluate the product or performance

(e.g. 90 % correct or 8 out of10 correct)


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trend is to use behavioral objectives

behavioral objectives (1)allow measurement oflearning (2) facilitate the evaluation of

educational programs and (3)improve the validityof the measures and scales used in the evaluationprocess

objectives must cover the 3 domains of learning:

1. cognitive

2. affective

3. psychomotor


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COGNITIVE DOMAIN

emphasizes intellectual learning and problem-solving tasks

action verbs used and the type of questions asked may aid in the

establishment and encouragement of critical thinking

further divided into categories or levels

Level 1: KNOWLEDGE- exhibits previously learned material by recalling

facts, terms, basic concepts, and answers

action verbs: define, match, name, outline, list, describe, identify,

label, recall, recite, select, state, find, show


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Level 2: COMPREHENSION- demonstrates understanding offacts and ideas by organizing, comparing, translating,

interpreting, giving descriptions, and stating main

ideas

action verbs: convert , estimate, infer, defend, explain ,paraphrase, discriminate, extend, predict, summarize,

distinguish, generalize

L

evel 3: Application- solving problems by applying acquiredknowledge, facts, techniques, and rules

action verbs: change, modify, relate, compute, operate, solve,demonstrate, organize, transfer, develop, prepare, use


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Level 4- ANALYSIS: examines and breaks information into parts by

identifying motives or causes; makes inferences and finds

evidence to support generalization

action verbs: point out, distinguish , break down, deduce,

illustrate, relate, diagram, separate out, outline

Level 5- SYNTHESIS: compiles information together in a different

way by combining elements in a new pattern or proposing

alternative solution

action verbs: formulate, create, produce, compose, devise,

categorize, compile, design, predict


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Level 6- EVALUATION: presents and defends opinions by

making judgments about information, validity of

ideas or quality of work based on a set of criteriaaction verbs: validate, judge, contrast, appraise

criticize, justify, compare, defend, support

AFFECTIVE DOMAIN

encompasses likes and dislikes, attitudes, values, and beliefs


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AFFECTIVE TRAITS

1. attitudes predisposition to respond favorably or unfavorably

to specified situations, concepts, objects,

institutions, or persons

2.interests personal preference for certain kinds of activities

3.values importance, worth, or usefulness of modes or

conduct and end states of existence

4.opinions beliefs about specific occurrences and situations


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5.preferences desire or propensity to select one

object over another

6.motivation desire and willingness to be engaged

in behavior and intensity ofinvolvement

7.academic self- perceptions of competence in

self- concept school and learning


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8. self-esteem attitudes toward oneself; degree of

self-respect, worthiness,

or desirability of self- concept

9. locus of control self-perception of whether success

and failure is controlled by

the student or by external influences

10.emotional growth, change, and awareness of

development emotions and ability to

regulate emotional expression


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Positive affective traits and skills are essential for:

1.Effective learning

2.Being an involved and productive member of our society

and productivity

3.Preparing for occupational and vocational satisfactionand productivity (eg, work habits, a willingness to learn,

interpersonal skills)

4.Maximizing the motivation to learn now and in the future

5.Preventing students from dropping out of school


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LEARNING OUTCOME INDICATORS in US public schools:

ASelf-Directed Learner

1. Sets priorities and achievable goals2. Monitors and evaluates progress

3. Creates options for self

4. Assumes responsibility for actions

5. Creates a positive vision for self and future


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A Collaborative Worker

6. Monitors own behavior as a group member

7. Assesses and manages group functioning

8.Demonstrates interactive communication

9.

D

emonstrates consideration for individual differences

A Complex Thinker

10.Uses a wide variety of strategies for managing

complex issues

11. Selects strategies appropriate to the resolution ofcomplex issues and applies the strategies with

accuracy and thoroughness

12. Accesses and uses topic-relevant knowledge


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APPROPRIATELEVELS OF BEHAVIOR ASSOCIATEDWITH A DESIREDLEARNING

OUTCOME

Level 1- RECEIVING: aware of or passively attend to certain phenomena and

stimuli

action verbs: attend discern look

be aware hear notice

control listen share

Level 2- RESPONDING: requires the student to comply with given expectations

by attending or reacting to certain stimuli. Students are expected to obey or

participate willingly when asked or directed to do something.

action verbs: applaud follow play

comply obey practice

discuss participate volunteer


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Level 3- VALUING: require the student to display behavior consistent with

a single belief or attitude in situations where he or she is neither forcednor asked to comply. Students are expected to demonstrate a preferenceor display a high degree of certainty and conviction.

action verbs: act debate help

argue display organize

convince express prefer

Level 4- ORGANIZATTION: intended as the beginnings of the building of avalue system. Students are expected to organize their likes and preferenceinto a value system and then decide which ones will be dominant.

action verbs: abstract decide selectbalance define systematize

compare formulate theorize


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Level 5- CHARACTERIZATION: not only has acquired behaviors at allprevious levels but also has integrated his values into a systemrepresenting a complete and pervasive philosophy of life

action verbs: avoid internalize resist

display manage resolve

exhibit require revise

PSYCHOMOTOR DOMAIN

motor abilities, manipulative skills, bodily movements, vocalskills, dramatic abilities, athletic skills

Behaviors place emphasis on neuromuscular skills involvingvarious degrees of physical dexterity


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Level 1- IMITATION: requires the student to perform the action with the aid of a visual

model or direct observation. Behavior is performed crudely and without neuromuscular

coordination.

action verbs: align grasp repeathold rest on balance

follow place step

L

evel 2- MANIPUL

ATION: requires the student to perform the action from written orverbal directions. Behavior still may be performed crudely and without neuromuscular

coordination.

Here are examples of manipulation objectives:

1.Based on the picture provided in the textbook, type a salutation to a prospectiveemployer using the format shown.

2.With the instructions on the handout in front of you, practice focusing your microscope

until the outline of the specimen can be seen.


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Level 5- NATURALIZATION: requires a high level of proficiency in theskill or performance being taught.Behavior is performed with the

least expenditure of energy and becomes routine, automatic, and

spontaneous. Students are expected to repeat the behavior

naturally and effortlessly time and again.

action verbs: automatically professionally with ease

effortlessly routinely with

perfection

naturally spontaneously with poise


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LESSON PLAN

most often used in teaching in the elementary and high school

levels

contains the following elements:

Objectives. Provide goals to be attained, give direction to the class

discussion, and call for what outcomes to expect. A general

objective is broad in scope and may be the objective of a course,

subject, or semester. A specific objective is attainable in a specific

lesson and contributes to the accomplishing of the general aim.If

only general objectives are included, specific outcomes for each

day may not be accomplished. On the other hand, if only specific

objectives are included, lessons will be independent experiences

with no continuity and pupils will not see the interrelation of the

specific lessons in the whole course


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Subject matter. Under this component are the topics,

references such as the textbooks, teaching materials

available during the teaching period.

Procedure.Under procedure are the methods, strategies,techniques, approaches of and tools of teaching to be

used. The specific strategy must be selected depending

upon the nature of the lesson.

Assignment. The assignment must be well explained by

the teacher and well understood by the students to have a

fruitful class session the next day.


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may be classified as (1) detailed, (2) semi-detailed, and (3) brief

Detailed. It is usually used by the new teachers. Teacher writes allthe questions that he is going to ask to develop the lesson and writethem in the left column under teacher activity and the expected

answers from the pupils at the right in a column under pupil activity.

Semi-detailed. This is the lesson plan used by most teachers. It isdifferent from detailed lesson plan in that it does not contain theexpected answers from the pupils.

Brief. It is very short because only few guide questions are writtenand there are no expected written answers from the pupils. This isused by teachers who have long years of teaching experience.


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DE

TAILED

LE

SSON PL

AN IN MATH

FORG

RADE

III

I. Objectives

At the end of the lesson, the pupils are expected to

A.

Write 3- or 4- digit numeralsB. Explain the value of numerals in 3- or 4-digit numbers

C. Change numbers in words to figures

II. Subject Matter

Expanded NotationPlace Value

III. Materials

Board exercises, sticks


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IV. Procedure

A. Preparation

Teacher Activity Pupil Activity

1. Lets see how well you can answer these:

a. 27= ___ tens and ___ ones 2 tens and 7 ones

b. 58= ___ tens and ___ ones 5 tens and 8 ones

c. 90= ___ tens and ___ ones 9 tens and 0 ones

d. 45= ___ tens and ___ones 4 tens and 5 ones

e. 73= ___ tens and ___ones 7 tens and 3 ones

f. 44= ___ tens and ___ones 4 tens and 4 ones

g. 33= ___ tens and ___ones 3 tens and 3 ones

h. 19= ___ tens and ___ones 1 tens and 9 ones

i. 63= ___ tens and ___ones 6 tens and 3 ones

j. 56= ___ tens and ___ones 5 tens and 6 ones


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COURSE SYLLABUS

a long term lesson plan which is usually used in the collegiate and

graduate levels

a lesson plan for a whole term, be it a semester, trimester, quarter

or summer

a tabular or other brief statement of the main points of a courseof study


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PARTS OF A SYLLABUS

A syllabus has the following essential parts (1) course number and title, (2) brief

description of the course which serves as an introduction, (3) objectives, (4) course outline,

(5) teaching strategies, (6) time allotment (7) evaluation procedures, and (8) references.

Course Number and Title. The purpose of this part is for easy reference. Numbering

depends upon the policies and practices of the institution of learning.

BriefDescription of the Course. Gives the scope of the course, that is, the briefdescription of the course and the major topics or units and some subtopics to be taken

during the term.

Objectives. The general objective is written first followed by the specific objectives.

The general objective states in a generalized way the body of knowledge, values andattitudes, and skills that the learners need to attain during the entire semester. The specific

objectives are grouped into three categories, namely: cognitive, affective, and psychomotor

domain.


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Content Outline. This a list of all the major topics or units and their respective sub-

topic or sub-units that are to be taken up during the term. The outline must not followthe outline of a book chapter by chapter.

Teaching Strategies. This is the list of teaching methods, strategies, approaches andother delivery techniques.

Time allotment. This is the required number of weeks and time allotted for thecourse. The time is dependent on the number of units of the course.

Evaluation techniques. Included in this portion is method to evaluate studentperformance. Mentioned here are all requirements that the students have tofulfill such as making research, written or practical examination. Students shouldalso know how their performances are scored and how scores are transmuted intogrades.

References. This is the list of learning materials (books, journals, magazines,websites, etc) that maybe consulted by the students to facilitate learning.

Chapter III- INSTRUCTIONAL PLANNING

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