SAMAR COLLEGES, INC.

CATBALOGAN CITY
COLLEGE OF EDUCATION

Name: LEMUEL R. AYING Subject Code: 20189

Instructor: NICAFORA ROSARIO
UNIT II: INSTRUCTIONAL PLANNING FOR THE MOTHER TONGUE
LESSON 1: COMPONENTS OF INSTRUCTIONAL PLANNING

LEARNING ACTIVITIES
I. ACTIVATE
How do you plan for instruction? Describe the process you do. If possible, show instructional plans
you have previously made.

First, you will identify the learning objectives, plan for the specific learning activities,
plan to assess learners understanding, plan to sequence the lesson in an engaging an
meaningful manner, create a realistic timeline and plan for a lesson culture.

It is possible that you have several questions to consider when planning for your daily classroom
teaching. Which among the questions on the succeeding page will most likely guide you? Put a
check mark() before all questions that apply. Then rank the questions from your highest (1) to
least (11) priority.

QUESTIONS RANK
_____A What should the students know, understand, or be able to do? 1
_____B How will your students demonstrate mastery? 3
_____C How will you instruct your students so they can reach that level of mastery? 4
_____D What learning materials will you utilize? 2
_____E What method will you use to assess? 5
What learning activities will enable the students to acquire target 6
_____F knowledge, and develop target skills and competencies?
_____G How much time will each activity require? 7
_____H What are the interests and learning preferences of the students? 8
What are the criteria for success? How well should the students know the 9
_____I content after instruction?
_____J How will the students’ outputs be graded? 10
_____K What do students already know about the topic? 11

II. ANALYZE
Listed on the table below are questions we consider when planning for instruction. Each question
pertains to elements of classroom instruction (e.g., teacher, students, learning resources, time,
assessment, etc.) that must be prepared before an instruction happens. Identify the classroom
instruction element each question refers to. The first item is done for you.

QUESTIONS ACADEMIC
INSTRUCTION
ELEMENT
A What should your students know, understand or be able to do? Academic plan or
curriculum
B How will your students demonstrate their mastery? Demonstrate
 mastery
assessment
How will you instruct your students so they can reach that level of By giving them a
C mastery? sufficient instruction
and time
D What learning materials will you utilize? Learning Resources
E What method will you use to assess? Formative or
summative assessment
What learning activities will enable the students to acquire target Assessment
F knowledge, and develop target skill and competencies?
G How much time will each activity require? Time allotment
H What are the interests and learning preferences of the students? Knowledge, positive
emotion and
personal value
What are the criteria for success? How well should the students Teacher, students
I know the content after instruction? and assessment
J How will the students’ outputs be graded? Using of standard
grading skills
K What do students should already know about the topic? If they have prior
knowledge

Write in column A the components of an instructional plan. Then, in column B, illustrate in a

diagram or graphic organizer the relationship among these components.

Components of an Instructional Plan Diagram

1. Objectives Components of an Instructional

2. Content planning
3. Instructional strategy
4. Assessment
Instructional
Objectives
strategy

Content Assessment

III. ABSTRACT
The nine events of instruction can be divided into three segments.

Instruction & Assessment &

Preparation
Practice Transfer
 Gaining attention  Assessing
 Presenting the
 Informing learners performance
stimulus
of the objective  Enhancing
 Providing learning
 Stimulating recall or retention and
guidance
prior learning transfer
 Eliciting
performance
 Providing feedback

Answer the following questions:

1. Which of the nine events do you include in your instructional planning?
Answer:
Among the nine events that I will include in my instructional planning are Gaining attention, informing
learners of the objective, presenting the stimulus, providing learning guidance and assessing performance.
 2. Which of the nine events do you include in your planning for Mother Tongue Based Instruction?
Answer:
Among the nine events that I will include in my planning for Mother-tongue Based Instruction Are
Gaining attention, providing learning guidance, presenting the stimulus and enhancing retention and
transfer.
3. What do you consider in choosing these priorities?
Answer:
I will consider in choosing these priorities by gathering data of the nine events of instruction about the
effectiveness.
4. Which is the most important and why?
Answer:
For me, the most important is under the preparation segments which are the Gaining attention,
informing learners of the objective and stimulating recall, you will catch the attention of the learners in
order for them to listen carefully. In informing learners of the objective what the learners to do and learn
and stimulating recall/review. It allows the learners to transfer new knowledge and skills from short-term
memory and hen keep it there.

Compare Gagne’s instructional model with Murthy and Ram’s (2015) Integrative Approach to English
Language Teaching in L2.

Murthy and Ram’s (2015) Integrative Approach to English Language Teaching in L2

1. Activating prior knowledge

2. The Teaching- Learning Cycle
a. Building knowledge of the field (vocabulary building, sharing prior experiences,
practicing grammatical patterns, meaning-making, and communicative activities)
b. Modeling the genre under focus
c. Joint construction of the genre (oral to written form)
d. Independent construction of the genre
3. Evaluation of learners

In what way are they similar? In what way are they different?
The two models are same in stimulating prior knowledge wherein aims to recall stimulate
stored knowledge and they are same in evaluation that aims to determine if the instruction is successful
and that the students learned the topics. Gagne’s instructional model and Murthy and Ram’s integrative
approach to English language teaching are different because Gagne’s model Have nine outlines and the
focuses on intellectual skills, also his instructional model has five major categories of learning: verbal
information, intellectual skills, cognitive strategies, motor skills and attitude. Different internal and
external conditions are necessary for each type of learning. While Murthy and Ram’s integrative approach
only have three main outline: activating prior knowledge, teaching-learning cycle, and evaluation of
learners.

IV. APPLY
1. For each in Gagne’s list, come up with tips and guidelines for teachers. Read relevant print
and online sources.
Example: Techniques for gaining learner’s attention:
 Stimulate learners’ attention with novelty of surprise
 Pose thought-provoking questions
 Present an intriguing problem
 Present meaningful and relevant challenge

Events of Instruction Tips and Guidelines for Teachers

Gaining attention  Stimulate learners with novelty or
surprise
 Pose thought provoking question
 Have learners pose question to be
answered by other learner's
 Present an intriguing problem
  Present a new and interesting
situation that provokes curiosity
 Present meaningful and relevant
challenge
Informing learners of the objective  Describe what they will be able to
do at the completion of the
session
 Describe required performance
 Describe criteria for standard
performance
 Explain how their learning will
benefit them
Stimulating recall and prior learning  Ask if they have any previous
experiences with the topic
 Ask question about previous
experiences
 Ask about their understanding of
previous concepts
 Give them an example of an
experience similar to what they
are learning
Presenting the stimulus  Organize your information in a
logical and easy-to-understand
manner
 Chunk information
 Provide examples
 Utilize multiple delivery methods
(e.g., video, demonstration,
lecture, podcast, group work
 Use a variety of text, graphics,
figures, pictures, sounds,
simulation, etc. To stimulate the
senses
 Use a variety of approaches (such
as visual cues, verbal instructions,
and active learning) to suit people
with different learning
styles/preferences..
Providing learning guidance  Concept mapping for associations
 Mnemonics to cue and prompt
learning
 Role playing for visualization of
application
 Case studies for real world
application
 Analogies to help knowledge
construction
 Graphics to make visual
associations
Eliciting performance  Have the learner do something
with the newly acquired behavior
 Have the learn demonstrate
practicing skills
 Have the learner apply knowledge
to a scenario or case study
 Ask questions so that they can
show their knowledge
 Ask the learner to demonstrate
how to use it
 Have them complete a role
playing exercise
Providing feedback  Be positive
  Be objective
 Use first-hand observation
 Deliver focused and concise
feedback
 Focus on areas the students can
control
Assessing performance  Written test
 Short questionnaire
 Short essays
 Oral questioning
 Other measurements tool to
show that they've learned the
material or skill effectively
Enhancing retention and transfer  Having them summarize content
 Having them generate examples
 Having them create mind
maps/concept maps
 Having them create outline
 Having them create job-aids
 Having them create other types of
reference material

2. Gather examples of instructional plans from friends and colleagues. Examine the presence of
any of the nine events of instruction proposed by Gagne.
Did you find any new element/ Identify and discuss?

Instructional Plan Events of Instruction Remarks

Samples
1. Lesson Objective Informing learners of the Objective Allow students to organize their thoughts and
prioritize their attention regarding what they
are about to learn and do.
2. Warm-up Gaining attention Gaining attention is the first event of
instruction proposed by Gagne which the
teacher will ask questions to the learners to
get their attention.
3. Presentation/Procedure Presenting the stimulus Allow teachers to present their
discussion/perform lectures
4. Practice Eliciting Performance Allow learners to involve in the given
activities
5. Assessment Assessing performance Learners are require to perform a task

3. What makes an instruction effective? Develop a rubric for an effective instructional plan.

Criteria Exceeds the Meets the Developing Beginning

standard standard
4 3 2 1
Purpose/Objectives/Outco Behavior, criteria, Behavior, criteria, Behavior, criteria,
Behavior,
mes and conditions are and conditions are and conditions are
criteria,
Describe the behavior that clearly and well stated and appropriate but
and/or
the students will perform, concisely written. domains are ambiguous and/or
conditions
the conditions under which All relevant addressed. too “wordy.” are unclear,
it will be performed, and domains are inappropria
the criteria for assessing addressed. te and/or
mastery. missing
Curricular Clear connection Expectations/standa Expectations/standa Expectation
Expectations/Standards between rds mostly rds partially met. s not
Lists district curriculum curriculum connected to the Makes connections addressed
expectations or expectation/stand lesson. to lesson with or
state/national standards ard and lesson. uneven results. connected
being addressed. to the
lesson
Material/Resource/Technol Materials Materials provided All materials are All
ogy provided, and explained. All included but use of materials
Include all materials (and organized well, three areas are materials is unclear. are not
explanation if necessary) and easily addressed. Management of included or
that are needed for lesson. accessible. Management of material not are sloppily
Explained clearly. materials described. described organized.
Instructional Strategies & Procedures are Procedures are clear Procedures are clear Procedures
Student Activities exceptionally clear and concise and is but wordy and are unclear
Describe how the lesson will to enable a third clearly repetitive or too and difficult
work. Describe the lesson party to clearly understandable for brief. Described to follow
so that another teacher teach. Description a third party. minimally, does not and brief.
could understand it and includes content provide clear picture
implement it without your development, of the development
presence. transitions and of the lesson.
closure.
Lesson Synthesis:
1. What new insights did you learn from the lesson?
Answer:
With the lesson, I am able to learn about instructional planning, what it is and how to use it.
With instructional planning we will be guided in the future in creation and preparation of our
lessons or topics but actually, it can be used now even as a student because it could be guide us in
preparation of our reports to be presented. Instructional planning will be of big help for us as
students and as future teachers.

2. What is the importance of instructional Planning?

Answer:
Instructional planning is important because it helps in preparing the lessons. With instructional
planning, lessons will logically have sequenced and pacing so the topics or lessons will have smooth
flow. Since instructional planning serves as guide, it helps the teachers to economize lost-time and
energy and so the lessons can be prepared without consuming much more time. Since teachers are
planning instructions, a variety of instructional objectives and materials will be considered and also
creates opportunity for higher level of questioning. Instructional planning also helps correlate
instructional events or topics and present a comprehensive, integrated and meaningful content at
an appropriate level.