LESSON 6: Instructional planning Cycle Implementation - During the implementation

phase, the instruction is given to the learners and

Wiggin and McTighe (2005) - Understanding by the teacher should take some time to observe how
Design Framework , employing the "backwards" the learners react to the instruction provided to
design framework. The process enumerates the them.
steps necessary in the planning of classroom
instruction. Evaluation - In the evaluation phase, the teacher
looks into the learners' score results and the notes
1. Learning objectives. - At this stage, the that were taken during the implementation phase.
teachers compelled to ask "What should I teach The teacher can then analyze these results and
my learners?” These can be the skills, knowledge, make appropriate adjustments in the next
or values found in the curriculum document. sessions.

2. Assessment strategies. After the teacher Kemp Design Model - The Kemp Design Model
decides on the objectives he/she now needs to (also known as the Morrison, Ross, and Kemp
identify how can the learners demonstrate the Model) follows a circular structure, and its
understanding and/or achievement of the learning elements should be taken as independent
objectives. elements.

3. Instructional activities. At this stage, the The Kemp Model has nine elements:
teacher now begins to think about how to teach
his/her learners. Here, the teacher will now plan 1. Instructional Problems – Determine the
for the teaching strategies and learning activities specific goals and identify the instructional issues
that will be used in the classroom. that could arise.

4. Reflection. After the implementation of the 2. Learner Characteristics – Identify the traits
instructional plan, the teacher then reflects about and characteristics of learners that should be
his her teaching. At this stage, the teacher taken into consideration in the planning process.
reviews what has happened at the implementation
of the plan. 3. Task Analysis – Make course content clear,
and analyze the proposed task components in
LESSON 7: Instructional Planning Models for relation to the goals and purpose of the course.
Teaching English
4. Instructional Objectives – Define the
The ADDIE model is one of the popular models instructional objectives and the desired learning
because of its simplicity and practicality. The outcomes.
model is traditionally used not just in classrooms,
but also in training programs and analyzing 5. Content Sequencing – Ensure the
existing curricula. instructional content is structured sequentially and
logically.
Analysis - Analysis step is where the instructional
goals and objectives are established. The learning 6. Instructional Strategies – Design the
environment is also determined, and the learners’ instructional strategies in such a way that
existing skills and knowledge are identified. individual learners would be able to learn the
content and attain the learning outcomes.
Design - The design phase deals with creating
an outline of the instruction. This is where the 7. Designing the Message – Plan the
learning objectives, learning content, strategies to instructional message and the appropriate mode
be used, activities, materials, assessment, and of delivery.
other media needed are put in place.
8. Instructional Delivery – Develop the
Development - The development phase is where necessary instruments in order to effectively
activities, materials, media, and other content achieve the instructional goals and objectives,
necessary to deliver the instruction based on the taking into consideration the materials available to
design phase are put together. the teacher.
9. Evaluation Instruments – Design and thematic instructional planning usually involves
development of the appropriate formative and making adjustments in these elements, especially
summative assessments to determine whether the making appropriate choices of learning strategies,
instructional goals and objectives were attained. activities, experiences, and learning materials
related to the theme.
ARCS Model - The ARCS model is developed by
John Keller in the 1980s. The model’s unique 4. Encouraging presentation. As the thematic
feature is that it focuses more on the motivation of approach is geared toward holistic and context-
the learners, ensuring that they are kept engaged oriented, it is much more meaningful to the
during instruction. learners if they could be given the opportunity to
present their work.
ARCS has four components:
LESSON 9: DepEd Guidelines on Lesson
1. Attention – This refers to the interests of the Planning
learners. This is a critical part of the model as it is
the initial hook of the learners’ attention. * With the promulgation of Republic Act No.
10533 or the Enhanced Basic Education Act of
2. Relevance – This component refers to the 2013, the education sector has changed. It has
usefulness of the learning content so that the moved from a competency-based curriculum
learners could create a connection between it and toward a standards-based one.
the real world.
* DepEd Order No. 42, s. 2016 or Policy
3. Confidence – This component develops the Guidelines on Daily Lesson Preparation for the K
expectation of success and progress among the to 12 Education Program
learners, and at the same time gives the learners
the opportunity to control their learning processes. * The k to 12 curriculum makes it a unique
curriculum. These features include the spiral
4. Satisfaction – As there is a direct correlation progression of content, view on learning and
between motivation and satisfaction, the learners meaning making, use of differentiated instructions.
should have a sense of success and fulfillment
after achieving their learning goals and objectives 1. Elements of the Learning Plan - The lesson
during the learning process. plan serves as the teacher’s map in attaining the
objectives of the lesson. As such, it should be
LESSON 8: Thematic Approach to carefully crafted, containing the necessary details
Instructional Planning to tackle the particular topic. Essentially, the
lesson plan should answer the following
Okoro and Okoro (2016) - cited the steps to take questions:
in employing thematic approach in instructional
planning.  What should be taught?

1. Choosing a theme. This is where the teacher In planning for daily lessons, the teacher needs to
or even the learners decide what would be the follow the curriculum guide of the target learning
focus theme of the unit or lesson. This can be area. As such, a deep understanding of the
small concepts such as family, climate, the beach, curriculum is required from the teacher in order to
then to larger more integrated concepts such as teach the content. Key areas to be taught from the
the community, atmosphere, and ecosystems. curriculum guide are:
2. Integrating the theme with the existing  Content Standards
curriculum. Upon choosing the theme, the
teacher needs to organize the learning objectives  Essential Knowledge/Understanding
of the curriculum around the theme. This would
involve determining which concepts from the  Performance Standards
learning areas could supplement the theme.
 Learning Competencies
3. Designing instructional plan. As you have
learned in the previous lesson, instructional  How should it be taught?
planning involves several elements. At this stage,
The DepEd policy also acknowledges that with the part, the teacher reviews the previous lesson and
use of the lesson plan, the teacher can identify clarifies concepts from the previous lesson that
which parts of the lesson the learners could find may have been unclear to the learners.
difficult and address them appropriately.
 The Lesson Proper
These strategies could include:
The teacher presents the new material to the
Direct instruction, where a material is taught in a learners. He/she employs various strategies and
sequential manner. This strategy is usually used methods to convey the new concepts, skills, and
in teaching facts, rules, or action sequences. competencies to the learners. It is also here that
the teacher checks for the learners’ understanding
Indirect instruction is a strategy that directly and provides them with feedback.
involves the learners as a more active participant
in the classroom rather than a passive one.  After the Lesson

Interactive instruction uses active learning This begins with a wrap-up activity where the
methods to engage the learners to interact with teacher provides a summary of the lesson or asks
each other and their teacher. the learners to summarize the lesson. It is also
where the ideas learned are reinforced or whether
Experiential instruction involves the learners in the learners have mastered the day’s lesson.
the learning experience. They become part of the
learning process rather than simply a recipient of 4. Parts of a Daily Lesson Log (DLL)
learning, thus the teacher puts more emphasis on
the process rather than the product.  Objectives – They describe what the teacher
intends to attain for the day. These are, of
Independent study, as the name suggests, the course, based on the curriculum guide set by
teacher’s control of the learning experience is the DepEd.
reduced, and gives the learners the reign on their
interaction with the content.  Content standards - are the facts,
concepts, and procedures based on each of
 How should learning be assessed? the learning areas that the learners need to
learn.
Lesson planning not only involves planning for the
execution of the lesson, it should also convey an  Performance standards - are the tasks that
assessment plan in measuring student learning. learners need to perform based on what they
The policy refers to DepEd Order No. 8, s. 2015 understood about the content.
entitled Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education  Learning competencies - are the
Program. knowledge, skills, and attitudes that learners
need to demonstrate during the lesson.
2. Learning Plans - DepEd Order 42, s. 2016 These competencies are coded in the
recognizes that teachers acquire more experience curriculum guide and should be reflected in
and competency as they progress in the teaching the teacher’s DLL/DLP.
profession. As such, it provides different plan
templates for different teachers.  Content – This describes the subject matter
of the lesson.
Newly hired teachers - Detailed Lesson Plan
(DLP) for one year.  Learning Resources – This pertains to the
references and other sources of information
One year of teaching experience- weekly Daily that the teacher will use for the lesson.
Lesson Log (DLL).
 Procedures – For the Daily Lesson Log, the
3. Parts of a Detailed Lesson Plan (DLP) procedure for delivering the lesson shall be
composed of 10 steps:
 Before the Lesson:
1. Reviewing of the previous lesson or
This part describes the preliminary activities prior presentation of the lesson
to the actual introduction of the lesson. In this
2. Establishing purpose for the lesson as a form
of motivation

3. Presentation of examples for content and

competencies to clarify concepts

4. Discussion of new concepts, leading to the

first formative assessment activity prior to the
deepening of the lesson

5. Development of the concept to deepen

learners’ understanding, leading toward the
second formative assessment.

6. Deepen understanding of the learners on the

lesson’s concepts to lead toward mastery.
This is through implementation of group and
collaborative activities.

7. Helping learners find practical ways to use

the knowledge and skills they have learned in
the lesson.

8. Making generalization and abstractions about

the concepts and insights from the lesson.

9. Evaluation learning to assess whether the

lesson objectives were met.

10. Providing additional activities for the

application of the lessons learned or
remediation for learners who may have had
difficulty with the lesson.

 Remarks - This part indicates the special

cases, such as continuation of the lesson or
reteaching or rescheduling due to lack of time
or suspension of classes.

 Reflection - This is where the teacher

reflects on what transpired during the lesson