SD - Instructional Design Framework
SD - Instructional Design Framework
SD - Instructional Design Framework
TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
2
TRAINING ON THE
MATATAG CURRICULUM
K, G1, G4, G7 Teachers, and School Leaders
Venue
Date
Session 6/7
MARAMING SALAMAT!
OVERVIEW OF THE
INSTRUCTIONAL DESIGN FRAMEWORK
K TO 10 MATATAG CURRICULUM
Resource Person
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
Professional Standards Covered
• PPSSH 3.2 Teaching standards and pedagogies
• PPSS 3.1 Support for Instructional Leadership
• PPST 1.2 Research-based knowledge and principles of
teaching and learning
• PPST 4.1 Planning and management of teaching and
learning process
Directions: For each of the following statements, put a check (/) under “Agree”
or “Disagree” to show how you feel. Discuss your responses with your group and
come up with a consensus.
Agree Disagree
Agree Disagree
1. Context
2. Connection
3. Collaboration
4. Creativity
Connection is a vital
consideration in instruction
believing that our interest is
in the development of
understanding and
transferable knowledge in
complex domains.
1. Inclusive
2. Ideational
3. Integrative
4. Innovative
Inclusive focuses on
designing learning
experiences that are
accessible and
meaningful for the
learner, regardless of
their backgrounds or
abilities.
MATATAG Curriculum Training | 2024 32
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.
MATATAG Curriculum Training | 2024 33
The Four Instructional Principles
Integrative refers to
something that
combines or brings
together different
elements or aspects
into a unified whole.
1. Engage
2. Explore
3. Experiences
4. Empathize
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.
Empathize enables
learners to understand
and connect with the
materials they are
learning.
Thematic-Chronological Approach,
Araling Experience
Conceptual Learning, Research-Based
Panlipunan Approach, Interdisciplinary Approach
• Inclusive • Context
Experience • Engage
• Ideational • Connection • Explore
• Integrative • Collaboration • Experience
• Innovative • Creativity • Empathize
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.
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.
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.
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.
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