Reflection Paper Chapter 6 (Instructional Planning and Development) By: Aldren Teodosio

REFLECTION PAPER

PRINCIPLES OF TEACHING 2

Chapter 6

Instructional Planning and Development

CHAPTER SUMMARY

The Process of Instructional Planning Framework

Traditional Teaching

1.    Select a topic from the curriculum.

2.    Design the instructional activities.

3.    Design and give assessment

4.    Give grade or feedback

5.    Move on to new topic

OBE Curriculum

1.    Select standards that the students need to know.

2.     Design an assessment through which students will have an opportunity to demonstrate those things.

3.     Decide learning opportunities that will allow students to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn.

4.    Use data from the assessment to give feedback, reteach or move on to next topic.

The Understanding by Design (UbD) Framework

Stage 1: Desired Results

1.    Content standard(s):

Comes from professional standards in your field.

2.    Essential question(s):

What learning questions can you ask the students to get them to understand the Big Ideas?

Address the heart of the discipline; are they framed to provoke to provoke and sustain students’ interest; unit questions usually have no one obvious “right” answer.

3.    Student objectives (outcomes)

Students will be able to…

Demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. Achieve the understandings, answer the essential questions, and demonstrate the desired outcomes.

Stage 2: Assessment Evidence

1.    Performance task(s):

§  Authentic, performance-based tasks that require students to apply what they have learned and demonstrate their understanding.

§  Designed at least at the application level or higher on Bloom’s Taxonomy.

§  Rubrics can be used to guide students in self-assessment of their performance.

2.    Other Evidence:

§  Include pre-assessment, formative assessment, and summative assessment evidence.

§  Can be individual or group-based.

§  Can include informal methods (such as thumbs up, thumbs down, and formal assessment, such as quiz, answers to questions on a worksheet, written reflection, and essay).

§   

3.    Stage 3: Learning Plan

§  Materials and resources

§  Timeline

§  Introductory activities

§  Developmental activities

§  Closing activities

Important Points to Remember in Planning and Organizing Instruction

1.    Our daily teaching-learning is supposed to contribute to the realization of the vision statement of the DepEd.

2.    If you belong in a private institution, bear in mind the vision-mission statement of your school in addition to that of DepEd’s vision and mission statement.

3.    3. Consider too the Philippine Qualifications Framework (PQF), the framework issued through Executive Order No. 83 by the office of the president on October 1, 2012.  

4.    These Grade 10 and 12 qualifications laid down in the PQF flow into the standards that are contained in the Curriculum Guide for K to 12.

5.    Our instructional planning is supposed to begin with a study of the K to 12 Curriculum Guide.

6.    6. Which instructional plan you are going to prepare depends on what your school requires.

7.    Apply all the principles of teaching and learning that you have learned in Principles of Teaching 1 and the research—based instructional strategies discussed in Chapter 4.

8.    Always begin with end in mind.

9.    Do assessments to ensure learning (assessment for learning ).

3 Types of Assessment

§  Diagnostic Test

§  Formative Test

§  Summative Test

10. Give your students opportunity to assess themselves.

11. You teach two knowledge: declarative and procedural knowledge.

12. Don’t forget that part of instructional planning is utilization of assessment results.

Elements of Lesson Plan

Lesson Plan - is also called an instructional plan or a learning plan.

1.    Dr. Madeline Hunter’s research indicates that effective teacher usually include the following elements in their lessons.

§  Anticipatory set

§  Purpose

§  Input

§  Modelling

§  Guided Practice

§  Checking For Understanding

§  Independent Practice

§  Closure

2.    For UbD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.

§  W- Where and Why

§  H- Hook and Hold

§  E- Explore and Experience, Enable and Equip

§  R- Reflect, Rethink, Revise

§  E- Self-Evaluation

§  T- Tailor and Personalize the Work

Lesson Development in Direct (Deductive) and Indirect (Inductive) Instruction

In direct (deductive) instruction, teaching begins with the rule, generalization, abstraction or principle and ends with examples and details.

Illustration in Hunter's sample lesson:

1.) Input

2.) Modeling

3.) Checking for Understanding

4.) Questioning strategies

5.) Guided practice

6.) Closure

7.) Independent practice

In indirect (inductive) instruction, you begin your lesson with concrete experiences, details, examples and assists students to discover and give the real generalization and abstraction.

4 A’s in the andragogy advocated by Malcolm Knowles (1984) that proceeds inductively:

                                                           

§  Activity

§  Analysis

§  Abstraction

§  Application

Reflection

            This chapter talked about the process of instructional planning and development. It differentiated the dissimilarities between the traditional way of teaching and OBE. UBD or Understanding by Design  was also coined its definition and the framework was also explained and provided with meaning which includes the desired results, assessment evidence and learning plan. Furthermore, this chapter also unfolded the twelve important points to remember when organizing and planning an instructional or lesson plan, where those twelve important points were expanded and connected into an account why we should remember those points when we are planning a learning plan.  Also, the elements of a lesson plan were discussed and had its accompanied meaning and explanation. Additionally, the chapter also discussed the process of making lesson plan when deductive or inductive teaching is used in the learning process.

            Basically, what I have learned from this is all about the essentials and principal details to be remembered when planning and organizing a learning plan. Lesson plan is considered to be the teacher’s blueprint, thus it must always be visible in teaching process. I had learned that in making lesson plan, I, myself must be anchored to the important points to be remembered when making the learning plan. I have to be relevant to the present and existing curriculum that is based in our country for the reason that what I teach is anchored in t. Furthermore, it will help me to be guided every time I’m making learning processes inside the classroom. I also ingested the necessity of integrating the knowledge I’ve learned from the past lesson to make the instructional plan even more meaningful. Another is, I must be vigilant with the construction of my learning plan where, I should start with a clear end in mind, meaning to say that I had to set objectives before anything else, because objectives determine the path or the direction that I should take when I’m teaching. I also learned that during the formulation of the learning plan I should also considered the effectivity of assessment to students, for the reason that it will serve as a measurement of students’ understanding regarding the topic to which was I had presented to them. In addition, after the assessment was given, I should have to utilize the result in order for me to know and distinguish the strength, the weakness and the misconception of the students upon the topic that they were indulging in. Thus, I would also be able to know what should I improve and enhance in my teaching.

            Upon realizing and internalizing the learning I have, I will employ those learning I gained from the latter discussion because first, all of them are helpful. I will  utilize a learning plan which is certain in anchoring itself in the curriculum of the school and of the CHED, because through that I would be able to be guided with what I should do in order to meet the goals and objectives given by the higher institution. I will also integrate the various factors that contribute to the wholeness of the effectivity of the lesson plan, because as what I have said earlier, lesson plan is the guiding armor of the teacher to be able to achieve success among students. Lastly, this quote was literally deeply carved in my mind and in my whole being “not all planned lesson plan are good, and not all unplanned lesson plan are disaster.” This quote certainly speaks about the role of the teacher in the classroom and his or her task in making and organizing a lesson plan. It is the blueprint of a teacher, however, it would not be as useful as it is if it is not used appropriately, meaning to say conducive and effective learning always start with the teacher, it always starts with me.

Aldren D. Teodosio BSEd II - English