GROUP 3

MEMBERS: MEMBERS:

BUENO, NICOLE ZANDRA OJAS, CLARISSE

BORBON, MEY URGELLES, JAMINE GRACE
DELEJERO, GERALDINE VILLAMOR, MAXINE JANE
ROLL, MARIA CRISTINE
INSTRUCTIONAL PLANNING
MODELS
FOR
TEACHING ENGLISH
 In this lesson, you will be able to:
• Identify various instructional planning
models used in teaching English;

• Compare instructional planning models

identified; and

• Adapt a model in designing one’s own

instructional plan.
 INTRODUCTION:
As a previously mentioned, one of the major
skills a teacher needs to learn is to plan
for his/her class instruction. Instructional
planning plays a key role in the success of
the teacher in the classroom. Thus, it is
important for the teacher to learn how to
prepare a provide instruction to the
learners in a plethora of learning
environments.
 INTRODUCTION:
Instructional planning models help the
beginning teacher grasp the concepts in
instructional planning. This will serve
as a guide in order for them to think
about ways of making sure that the
learners under their care are ensured
of the learning expected of them in the
classroom.
Instructional planning models help define
the elements and activities that would
guide the development of instruction. The
following models are just some of the
models that could provide the major
components in instructional planning.
ADDIE MODEL
The ADDIE model is one
The ADDIE model was
of the popular models
created by Florida State
because of its
University for the
simplicity and
military in the 1970s.
practicality. The
Each of the steps in the
model is traditionally
model provides an
used not just in
outcome that will be
classrooms, but also in
used in the next. The
training programs and
model is composed of the
analyzing existing
following elements:
curricula.
 ANALYSIS

Analysis step is where Some of the questions that need

to be answered in this phase
the instructional goals are:
and objectives are • Who are the learners and what
established. The learning are their characteristics?
environment is also • What learning outcomes are
determined, and the expected?
• What are the constraints that
learner’s existing skills
exist?
and knowledge are • What materials are available?
identified. • How much time is available?
 DESIGN DEVELOPMENT

The design deals with

The development phase is
creating an outline of the
instruction. This is where
where activities,
the learning objectives, materials, media and other
learning content, strategies content necessary to
to be used, activities, deliver the instruction
materials, assessment and based on the design phase
other media needed to put in are put together. Here, the
place. The design phase is teacher needs to take into
logical and sequential. It consideration the methods
should consider how the
of delivery to determined
lesson will be delivered to
the learners. by design phase.
 IMPLEMENTATION EVALUATION

During the Some questions that could be

In the evaluation
answered in this phasephase,
are:
implementation phase, the teacher looks in the
the instruction is •learner’s
Were the score results and
learning
given to the learners the notes that
objectives were taken
attained?
and the teacher should • during the implementation
Which parts of the plans
take some time to work well?
phase. Which ones
The teacher can did
then
not?
analyze these results and
observe how the
• Whatmakecould be done
appropriate
learners react to the differently in
adjustments inthe
thenext
next
instruction provided lesson sessions.
or session?
for them.
 ADDIE MODEL

The Addie Model is

composed of 5 elements:
KEMP DESIGN
MODEL
Jerrold Kemp (April 23,
1921 – November 26,
2015) was a researcher
in the field of
Instructional Design.
He was the main
contributor to the Kemp
Instructional Design
Model.
 The Kemp Design The emphasis of this
Model (also known model is the
as the Morrison, interdependencies of each
of the steps in the
Ross, and Kemp process with the belief
Model) follows a that instructional design
circular structure, is a continuous cycle
with “revision” being an
and its elements ongoing process to
should be taken as improve and adjust as
independent needed. The Kemp Design
elements. Model has nine elements:
 INSTRUCTIONAL LEARNER
PROBLEMS CHARACTERISTICS

Determine the Identify the traits

specific goals and and characteristics
identify the of learners that
instructional issues should be taken into
that could arise. consideration in the
planning process.
 INSTRUCTIONAL
TASK ANALYSIS OBJECTIVES

Make course content

clear, and analyze Define the
the propose task instructional
components in objectives and the
relation to the goals desired learning
and purpose of the outcomes.
course.
 CONTENT INSTRUCTIONAL
SEQUENCING STRATEGIES

Design the
Ensure the instructional
instructional content strategies in such a
are structured way that individual
sequentially and learners would be
logically. learn the content and
attain the learning
outcomes.
 DESIGNING THE INSTRUCTIONAL
MESSAGE DELIVERY

Develop the necessary

instruments in order to
Plan the effectively achieve the
instructional message instructional goals and
and the appropriate objectives, taking into
mode of delivery consideration materials
available to the
teacher.
 EVALUATION
INSTRUMENTS
Design and
development of the
appropriate formative
and summative
assessments determine
whether the
instructional goals
and objectives were
attained
 The Kemp Model
The Kemp Model is
composed of 11 elements:
ARCS MODEL
 The ARCS model is
developed by John
Keller in the 1980s. Rather than
The model’s unique focusing on steps
feature is that it to take in the
focuses more on the development of the
motivation of the instructional plan,
learners, ensuring the model has 4
that they are kept components:
engaged during
instruction.
 ATTENTION RELEVANCE

This refers to the This component refers

interest of the to the usefulness of
learners. This is the learning content
critical part of the so that the learners
model as it is the could create a
initial hook of the connection between it
learner’s attention. and the real world.
 CONFIDENCE SATISFACTION

This component develops the

expectation of success and As there is a direct
process among the learners, correlation between
and at the same time give motivation and
the learners the opportunity satisfaction, the learners
to control their learning should have a success and
processes. This is important fulfillment after
as the learners will have a achieving their learning
rough estimation of their goals and objectives
probability of success in during the learning
the conduct of instruction. processes.
ARCS MODEL
The ARCS model is
composed of 4 elements:
 Y O U !
THANK