Lesson 6:COMPONENTS OF INSTRUCTIONAL PLANNING

WEEK 6
LEARNING OUTCOMES:At the end of the lesson,the students should be able to:
1. Describe the components of instructional planning
2. Examine the elements of an effective instruction and their relationship of an effective
instructional plan.

LESSON PROPER:
Teachers are engage in the process of planning,managing ,delivering and evaluating
instruction.planning instruction involves three steps:
 Deciding what to teach
 Deciding how to teach
 Communicating goals and expectations to the learners

Instructional Planning Steps

Domain
Deciding what to teach 1. Assess the students’ skills and knowledge
2. Analyze the instructional task
3. Establish a logical instructional sequence
4. Consider the classroom elements that may affect
instruction
5. Identify gaps between actual and expected
performance
Deciding how to teach 1. Set instructional goals
2. Select instructional methods and materials
3. Pace instruction appropriately
4. Monitor performance and re-plan instruction
Communicating goals and 1. Involve the students in learning
expectations to the learners 2. State expectations
3. Maintain high standards

According Robert Gagne, he developed 9 events of instruction that has guided

teachers in designing instruction for training and classroom -based learning.

1. Gaining attention(reception)
2. Informing learners of the objective(expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus(selective perception)
5. Providing learning guidance(semantic encoding)
6. Eliciting performance(responding)
7. Providing feedback(reinforcement)
8. Assessing performance(retrieval)
9. Enhancing retention and transfer(generalization)
The Great School Partnership developed the elements of Effective Instruction
framework that identifies Five elements of Instructional practice.When integrated
into learning experiences,these elements promote student engagement and
academic achievement.

Elements of Effective Instruction

The Elements of Effective Instruction framework outlines five intertwined elements of

instructional practice that complement and enhance one another. When integrated into
learning experiences, these elements foster student engagement with the ultimate goal of
improving student outcomes and achievement. The framework is grounded in the
understanding that students are more interested and invested in their learning when they
feel safe in their learning environment, understand what they are learning and why it
matters, have opportunities to practice, receive clear feedback on their work, and engage
in complex, meaningful thinking.

The tool below supports educators to design and facilitate learning experiences that reflect
the five elements of effective instruction and incorporate the corresponding key traits.
While applying the key traits is critical, a demonstrated commitment to each element’s
supporting beliefs is a necessary foundation for fostering student ownership of learning
and ensuring equitable outcomes for all students.

Student Engagement
a result of effective instruction

Engaged students are curious about and invested in their learning. They make choices
about what and how they learn and can explain the relevance and importance of their
work. Genuine engagement leads to deeper learning and improved outcomes.
ELEMENTS

1. Learning Environment: The
learning environment supports all students to take risks,
ask questions, and make and learn from mistakes. The physical space, routines and
procedures, and development of positive relationships create a physically, socially,
and emotionally safe environment.

Supporting Beliefs

 The learning environment is a shared domain between students, teachers, families,

and other partners.

 Positive and meaningful relationships are the foundation of a productive learning

culture.

 Safety and respect are vital to engagement and risk-taking.

Key Traits

Physical Space and Routines Relationships and Culture

 Clear, consistent, and  Teachers, students, and families establish

respectful routines, procedures, and maintain positive relationships.
and expectations are
collaboratively established;  Families are included and engaged in a
students know what is expected, variety of ways to promote student learning.
when, and why.
 All students feel safe to take risks and
 Tools and materials are readily participate.
available to students.
 Students are supported in building
 The learning environment can productive relationships with a variety of
be configured in different ways to classmates across differences.
best fit the task at hand.
 Students collaborate with each other
 Students are empowered to use throughout the learning process.
and move around the learning
 Making multiple attempts and mistakes is
environment in ways that support
expected, accepted, and used as a foundation
their learning.
for further learning.

2. Clear, Shared Outcomes: The

learning outcomes are shared and internalized by
teachers and students. These outcomes anchor and guide the choices of
instructional activities, materials, practice assignments, and assessment tasks.
Outcomes are understood and used by students to set goals, guide learning, and
prompt self-reflection.

Supporting Beliefs

 Everyone involved in the learning process must know where they are going and
why the work matters.

 Teachers and students need to be invested in the learning process to achieve

outcomes.

 A culture of reflection is necessary for students to set and adjust personalized

goals.

Key Traits

 Learning outcomes are clear—both long-term (e.g., graduation standards and

performance indicators) and short-term (e.g., learning targets).

 Clear descriptions of what success looks like are established and shared.

 Materials, activities, and assessment tasks are selected by teachers and students
to align with the learning outcomes.

 Students can explain how tasks and experiences align to learning outcomes.

 Students use standards and learning targets to reflect on their own progress and
set goals for growth.

3. Varied Content, Materials, and Methods of Instruction:  Students

explore ideas and
information in varied ways and access learning through multiple entry points.
Teachers select content and materials to engage and meet the needs of all learners.

Supporting Beliefs

 Selected content must foster and reflect an understanding of multiple perspectives,

critical issues, and the diversity of our world.

 Learners must see themselves represented in the materials and connect to the
content in authentic ways to become fully engaged.

 Different entry points, options for exploration, and end products are critical for
student engagement and success.

Key Traits

Content  Process Assessment

 Instructional  Students make  Students have choices

 materials and meaningful choices about how they
activities reflect about their learning and demonstrate their learning.
the identities of are taught how to make
learners in the those choices well.  Students use multiple
community and the and varied pathways to
diversity of our  Students learn new reach common ends.
world. information in different
ways–inquiry,  Students use varied
 Content is investigation, tools and supports
selected and presentation, etc. (including technology) to
explored in ways demonstrate learning.
that foster and  Student groupings are
flexible, varied and  Assessments are
reflect an
intentionally matched to relevant, authentic, and
understanding of
the activity and learner. purposeful.
multiple
perspectives and
 Students use a range
critical issues.
of methods
 Teachers select (differentiated
materials for homework, reading,
instructional activities) and supports
activities to meet (including technology) to
the needs of a advance their learning.
variety of learners.
 Time and structures
 Students have support reteaching and
choice in materials extension of learning, as
and topics in order needed.
to meet learning
 Resources and
outcomes.
materials improve
accessibility for a variety
of learners.

4. Feedback and Practice:  Studentshave opportunities to practice what they are

learning and are given timely, specific feedback based on their current performance
in relation to the desired outcomes.

Supporting Beliefs

 Learning is a cycle that includes goal-setting, successes, multiple attempts, and

course corrections.

 Productive practice and novel application of skills are essential for learning.

 Timely, specific, and varied feedback is a catalyst for growth.

Key Traits
 Practice Feedback

 Routines, strategies, and instruction  Teachers give students feedback that is

support student learning of essential timely, specific, and actionable.
skills and knowledge by providing
opportunities for practice.  Students are taught how to give,
interpret, and use feedback in their
 Opportunities for practice allow learning.
students to work independently,
cooperatively, and with teacher  Students have opportunities to give,
guidance. receive, and use feedback to revise
essential pieces of work.
 Students practice applying complex
skills over time within and across
disciplines.

5. Complex Thinking and Transfer:  Students

are coached and taught to engage in higher
order thinking through instructional activities and practice tasks. Curriculum,
instruction and assessments are designed to prompt complex thinking, integration
of concepts and ideas, and application of learned skills to new material or novel
situations.

Supporting Beliefs

 Every student is capable of complex thought and transfer of learning.

 Higher order thinking promotes student engagement.

 Learning that promotes transfer of knowledge and skills prepares students for the
future.

Key Traits

 Students engage in complex thinking throughout all stages of learning—from the

introduction of new material to the application of what has been learned.

 Students ask and are asked questions that help them access and integrate
knowledge to analyze, evaluate, and draw conclusions.

 Students are taught how to integrate and apply what they have learned within and
across content areas and are given opportunities to practice.

 Students wrestle with complex and authentic problems.

ACTIVITY 6:
Name:_____________________________________________-Subject:___________
Use the beginning letter of your name to give what insights you have learned on the
lesson about the elements of effective instruction .Please see the example below:

Example:
A-Achievable/attainable:In planning instruction ,we see to it that the the objectives and
activities must be achievable by pupils .
N-New methods:Use new methods in teaching the lesson to motivate pupils to participate
during discussions and during activities.
A-Applicable:Lessons taught to pupils are applicable in daily lives. In this they can relate
the new lesson with their prior knowledge and experiences.

LESSON 7:INSTRUCTIONAL PLANNING CYCLE

WEEK 7-8
LEARNING OUTCOMES:At the end of the lesson,the students should be able to:
1. Explain the importance and purpose of instructional planning
2. Discuss & apply the relationship among the steps in
ADDIE(Analysis,Design,Development, Implementation, and Evaluation) insctructional
design process.

LESSON PROPER: As future teachers,how do you know if learning plans are effective
and if students are learning ?Teachers are responsible to find out if the instructional plans
are effective or not so that quality of learning takes place ib the classroom.As great
teachers always reflect on their practice and keep learning.

A simple way to perform the instructional planning cycle is to do the three steps.
STAGE 1:STATING THE INTENDED INSTRUCTIONAL OUTCOMES
Effective teachers begin the instructional cycle by identifying the content standards
that the lesson or unit will address.At this stage,the teacher has a clear idea of what the
students need to know,understand, and able to do meet the standards.
STAGE 2:PLANNING:
In this stage, the teacher designs varied ,challenging ,a nd appropriate
instructional activities.it is also important that teachers plan ongoing formal and informal
assessments to determine the students progress.
STAGE 3:ASSESSMENT
In this thrid stage ,the teacher implements their planned assessment to detrmine
whether the students have met the intended learning outcomes.

ADDIE INSTRUCTIONAL DESIGN PROCESS

STEPS SAMPLE TASKS

ANALYSIS(theprocess of defining what is Needs assessment: the learners and
to be learned goals
Problem identification
Task analysis

DESIGN(the process of specifying how it is Write objectives

to be learned Develop test items
Plan instruction
Identify resources
Select delivery system
DEVELOPMENT(the process of writing and Work with producers
producing the materials) Develop worksheets,materials
IMPLEMENTATION(the actual dekivery of Teache rtraining
instruction) Tryout
EVALUATION(the process of determining Record test results
the adequency,effectiveness, and efficiency Interpret test results
of instruction,maybe formative or Survey graduates
summative Revise activities
ADDIE INSTRUCTIONAL DESIGN
 ANALYSIS

ADDIE
EVALUATION DESIGN

DESIGN
IMPLEME
NTATION
DEVELOPMENT

ACTIVITY 7: Reflect and give your insights in performing the instructional

cycle/design .

Steps Insights/outcome/result
1. Analysis

2. Design

3. Development

4. Implementation

5. Evaluation

LESSON 8:FIVE E MODEL IN PLANNING SCIENCE

WEEK 9-10:
LEARNING OUTCOMES; At the end of the lesson,the students should be able to:
1. Discuss distinct features of the 5E model
2. Describe each of the elements of the 5E model
3. Examine a lesson plan using 5E model
4. Revise an instructional plan using the 5E model

LESSON PROPER:
The 5E model was developed in 1987 by the Biological sciences Curriculum study.The
model promotes collaborative,active learning in which the students work together to solve
problemsand examine new concepts by asking questions, analyzing, interpreting,
evaluating, and drawing conclusions.It is based on the constructivist approach to
instruction and the model is effective when:
 The students are encountering new concepts for the first time because there is an
each opportunity for a complete the learning cycle.
 It is used in a unit for two to three weeks in which phase is the basis for one or more
disctinct lessons.

The table belwo outlines the stages of the 5e model,describes each stage, and provides
sample teaching strategies.

Stage What Teacher does Sample teaching strategies or

activities
Engage  Determine the students prior  Asking opening questions
knowledge and knowledge  The students write down what
gaps they already know about the
 Foster an interest in the topic
upcoming concepts  KWL(K-means Know what
 Prepare the students to learn the students already know,
new concepts W-want to learn or wha the
 Introduce topic for the first students want to learn
time L-ultimately learned what the
students learned from the lesson
or activity)chart
 Maps of conceptual change

Explore  Allow the students to actively  Laboratory experiments

explore the new concept  Scientific method drills
through concrete learning  Hands-on activities
experiences  Performance tasks
 Guide the students in going  Filed work
through the scientific method
 Let the students make
observations and share
findings to their peers.
Explain  Facilitat discussion and  Inteactive discussion
synthesis of new knowledge  Viewing clips,documentaries
 Have the students ask  Reading online discussiona
questions for clarification and materials like online
 Have the students share their encyclopedias
 insights and feelings about the  Taking computer assisted
activity in the Explore stage interactive games
 Discuss scientific terms and
concepts
 Utilize videas,multi media
software,games, or other tools
to boost understanding of
concepts and science
processes.
Elaborate  Give the student space and  Creating didital or print
opportunity to apply what they infographic to illustrate
have learned learning
 Ask the students to create  Creating slide presentations
presentations or conduct  Jigsaw discussions
additional investigations to  Fishbowl discussions
reinforce skills
 Aloow the students to
establish knowledge before
evaluation
Evaluate  Conduct formal and informal  Self assessment
assessments to check the  Peer assessment
students content and  Paper and pen test
performance mastery  Objective tests
 Observe the students to see  Performance tasks
whether they have a complete  Game based exams
grasp of core concepts
 Note how the students
approach problems
 Recognize that there are
multiple ways to approach and
solve a problem

Example lesson plan using the 5E model

Topic :Force and Motion
Grade level: Grade 3
Learning Competencies
After the lesson ,the learners should be able to:
1. describe the position of a person or an object in relation to a refernce point such as
chair,door,another person.
2. identify things that can make objects move such as people,water ,wind and magnets
3. describe the movements of objects.

ENGAGE:
Let the students observe two objects,one that is moving while the other is stationary.shae
tehir observarions in the class.

EXPLORE:
Show the students videos on force and motion (example moving car,machines).Adk them
to describe the movement of the objects whether slow/fast,forward/backward.
EXPLAIN:
Force is anything that has the potential to change the state of rest or motion of an
object.Forces change the speed or direction of the motion of an object.The greater the
force applied on an object ,the greater the change that will be observed in motion.If an
object is more massive, a given force will have lesser effect upon the motion of the object.

ELABORATE:
Distribute the materilas to each group : a ping pongball,a golf ball, a puece of cm/in
ruler,spherical objects of varying weights(such as tennis ball or basketball)
1. Provide each group a ping pong,ruler, and a golf ball.
2. Ask the students to predict what happens when force applied to an object and compare
the relative effects of a force of the same srength on objects of different weight by
snapping the ping pong ball gently with a finger and measure the distance of the ball
covered with a ruler.Record the distance of a ruler on the force chart.
3. Let the students move the ping pong bll as hard as possible with one finger.With a
ruler measure and record the distance the ball covered on the force chart.
4. Conve the students and let them share in class what they have discovered.Give the
guide questions for the discussion.
A. what did you discover about the ping pong ball as a force in motion?
B. What did you discover about the golf as a force in motion?
C. Which ball produced the greater direction/distance and why?
D. Did the balls move farther when a greater or lesser force was applied to the ball?

FORCES CHART

Ball Soft Movement Hard Movement Greatest Distance

Ping Pong Ball
Golf Ball

EVALUATE:
1. Instruct the students to write a paragraph considering this case.What would happen if a
golf team decided to practice with a golf club and a ping pong ball instead of a golf club
and a golf ball?
2. Let the students discuss the relationship between force applied to an object and the
speed or direction of the object.
ACTIVITY 8:USE THE GIVEN LESSON PLAN IN SCIENCE 6 AND RECVISE IT USING
THE THE 5EMODEL .YOU MAY USE THE TEMPLATE BELOW:
Teacher:
Date:
Subject/Grade Level:
Materials:
Content Standard:

Performance Standard:

Lesson Objective(s):

Different startegies to meet diverse learner needs:

ENGAGEMENT:

 Describe how you will capture the students’ interest

 What kind of question should the students ask themselves after the engagement
EXPLORATION:

 Describe what hands-on activities the students will be doing.

 List “big idea” conceptual questions you will use to encourage and /or focus the
students’ exploration
EXPLANATION:
 The students’ explanations should precede introduction of terms or explanations by
the teacher.What questions or techniques will you use to help the students connect
their exploration to the concept under examination?
 List higher-order thinking questions you will use to solicit the students’ expalnations
and help them justify their expalnations.
ELABORATION:
 Describe how the students will develop a more sophiscated understanding of the
concept.
 What vocabulary will be introduces and how will it connect to the students’
observations?
 How is this knowledge applied in our lives?

EVALUATION:
 How will the students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson.

(Note:I will give further explanation regarding this topic/activity)