Module 2- INSTRUCTIONAL PLANNING

Lesson 1- COMPONENTS OF INSTRUCTIONAL PLANNING

INTRODUCTION
Instructional planning is one of the most crucial skills teachers have in their
arsenal in their teaching journey. It helps them reflect on their teaching, and make the
necessary adjustments needed to ensure that learners attain the intended targets of the
teachers and the curriculum. A common adage that says, “failing to plan is planning to
fail,” highlights the importance of planning. This is especially true to teachers who are
charged to mold young minds of the future. Thus, it is important for teachers to have a
clear idea of how to plan for effective instruction. In this lesson, you will be introduced to
the basic components of effective instructional planning.
OBJECTIVES
At the end of the lesson, the students are able to:
1. describe to a colleague your typical instructional planning process;
2. identify events that must be included in an instruction plan;
3. examine the elements of an effective instruction and their relationship; and
4. characterize an effective instructional plan.

Instructional Planning Domain Steps

Deciding what to teach Assess the students skills and knowledge

1. Analyze the instructional task
2. Establish a logical instructional sequence
3. Consider the classroom elements that may
affect instruction
4. Identify gaps between actual and expected
performances

Deciding how to teach Set instructional goals

1. Select instructional methods and materials
2. Pace instruction appropriately
3. Monitor performance and re-plan instruction

Communicating goals and Involve the students in learning.

expectations to the learners
 1. State expectations
2. Maintain high standards

Robert Gagne developed Nine Events of Instructions that has guided trainers and
education in designing instruction for trainings and classroom-based teaching.
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning
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)

Lesson 2- INSTRUCTIONAL PLANNING CYCLE

INTRODUCTION
In the previous lesson you learned about instructional planning and its
component. As you may have guessed, planning for discussion instruction need to
consider several factors for it tobecome more effective. It must be well thought of and
crafted.
OBJECTIVES:
1. explain the importance and purpose of instructional planning cycle;
2. examine the selected instructional planning model; and
3. discuss the relationship among the steps in ADDIE (Analysis, Design,
Development, Implementation and Evaluation)
4. emphasize the importance of each step of ADDIE instructional design

• Instructional Planning Cycle is the process of planning instruction, delivering

instruction, assessing learning, and reflecting on teaching that continuously
repeats.
• How do teachers know if learning plans are effective and if the students are
learning? T is crucial that the teachers take steps to reflect not only on their
delivery of instruction but on quality of learning that is taking place in the
 classroom. Great teachers reflect on their practice and keep learning. They keep
building on their strengths and working on their weaknesses. They are not afraid
to learn about their weaknesses and areas for improvement.
They make reflection and constant growth. A simple way to perform the instructional
planning cycle is to do these 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 be able to do to
meet the standards.
 Stage 2: Planning
In this stage, the teachers design varied, challenging, and appropriate
instructional activities. It is also important that teachers plan ongoing formal (e.g.,
standardized tests) and informal (e.g., teacher-made tests, portfolios)
assessments to determine the students’ progress.
 Stage 3: Assessment
In this third stage, the teachers implement their planned assessments to
determine whether the students have met the intended learning outcomes.

The ADDIE instructional model stands for analysis, design, development,

implementation an evaluation. These phases are connected to each other which you
have to start to implement from analysis to evaluation and each step has an outcome
that feeds into the subsequent step. In the analysis phase, instructional problem is
clarified. The design phase deals with learning objectives. The development phase is
where the developers create and assemble the content. During the implementation
phase, a procedure for training the facilitators and the learners is developed and the
evaluation phase consists of two parts: formative and summative.
ADDIE INSTRUCTIONAL DESIGN
 Lesson 3 – FIVE E MODEL IN PLANNING SCIENCE LESSONS

INTRODUCTION
Teaching science using an inquiry approach requires instructional planning that
encourages students to engage their curiosity to ask questions, explore solutions to
socio-scientific issues, use evidence-based explanations to justify their reasoning,
elaborate on possible effects, evaluate their findings, and predict potential outcomes
based on different variables. In inquiry science, students are cognitively challenged as
they engage in authentic problems while learning content, practicing reasoning skills,
and communicating their ideas.
OBJECTIVES
1. discuss distinct features of the 5 E Model;
2. describe each of the elements of the 5 E Model;
3. examine a sample lesson plan using 5 E Model; and
4. appreciate the significance of using the 5 E Model in making a lesson plan

In 1962, educators J. Myron Atkin and Robert Karplus propositioned that

effective learning cycles involve three elements: Exploration, Concept Introduction and
Concept Application. Exploration allowed the learners to get interested in the subject,
ask questions and identify points of dissatisfaction with their current understanding.
Introduction of new terms or concepts follows. Finally, the concept application provided
the learners with opportunity to apply their ideas and learning and apply them in new
pieces of context. The findings of Atkin and Karplus informed the creation of the 5 E
model
. This teaching model focuses on providing students opportunity to understand a
concept over time through a series of steps or phrases: Engage, Explore, Explain,
Elaborate and Evaluate.
The 5E Model was developed in 1987 by the Biological Science Curriculum
Study. The model promotes collaborative, active learning in which the students work
together to solve problems and examine new concepts by asking questions, analyzing,
interpreting, evaluating and drawing conclusion

It is based on the constructivist approach to instruction. The model is most effective

when:
 The students are encountering new concepts for the first time because there is
an opportunity for a complete learning cycle.
  It is used in a unit for two to three weeks in which each phase is the basis for one
or more distinct lessons.

The table below outlines the stages of the 5E Model, describes each stage, and
provides sample teaching strategies.

Stage What the Teacher Does Sample Teaching Strategies

Activities

 Determine the students’ prior  Asking opening questions

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

 Allow the students to actively  Laboratory experiments

explore the new concept
Explore  Scientific method drills
through concrete learning
experiences  Hands-on activities
 Guide the students in going  Performance Tasks
through the scientific method
 Field work
 Let the students make
observations and share
findings to their peers
  Facilitate a discussion and  Interactive discussion
synthesis of new knowledge
Explain  Viewing clips,
 Have the students ask documentaries
question for clarification
 Reading online
 Have the students share their discussions and materials
insights and feelings about like Khan Academy, online
the activity in the Explore encyclopedias
Stage
 Taking computer-assisted
interactive games

 Give the students space and  Creating digital or print

opportunity to apply what infographics to illustrate
Elaborate
they have learned learning
 Ask the students to create  Creating slide
presentation or conduct presentations
additional investigations to
 Jigsaw discussions
reinforce skills
 Fishbowl discussions
 Allow the students to
establish knowledge before
evaluation

 Conduct formal and informal  Self-assessments

assessment to check the
Evaluate  Peer assessments
students’ content and
Evaluate performance mastery  Paper-and -pen tests
 Observe the students to see  Objective Tests
whether they have a
complete grasp of core  Performance tasks
concepts  Game-based axams
 Note how students approach
problems
 Recognize that there are
multiple ways to approach
and solve a problem