Basics of Instructional Planning: Dianne Mae L. Llanto, Maed

Basics of Instructional Planning
DIANNE MAE L. LLANTO,

MAED
What Instructional Planning?
According to the Department of Education (2016), instructional
planning is the process of systematically planning, developing,
evaluating, and managing the instructional process by using principles
of teaching and learning.
For instructional planning to be considered effective, it is Important
for teachers to address these three questions:
1. What should be taught?
2. How should it be taught?
3. How should instruction and student learning be assessed?
In planning for effective instruction, teachers are expected to:
a. Informed decision-makers
- They need to be fully familiar with the curriculum in order to determine
which topics should be given greater emphasis and how standards and
competencies could best be realized. They also need to have an idea of their
students' prior knowledge, aptitude, and interests which will be beneficial in
choosing appropriate techniques and strategies that will facilitate learning.
b. Reflective practitioners
- after delivering an instructional plan, they need to revisit the curricular
standards and competencies and ensure that these are attained. They also
need to track student progress and ponder which techniques and strategies
should be retained or discarded.
Types of Instructional Planning
A. Long-range Planning
most challenging for beginning teachers, especially since this involves
planning for the whole year.
teachers to do the curriculum mapping -the process of determining when you
will teach each topic or concept (Beal and Bolick, 2013)
B. Unit Planning
A unit is a major division of the year-long plan. It is a cluster of related lessons organized
around a central topic, theme, issue, or problem and developed in a logical sequence (Beal and
Bolick, 2013, Ellis, 2010).
It can be designed for any length of time, 5ome ranging tor just a week while others cover a
whole quarter.
In planning a unit, the following elements and processes must be included:
1. Unit Title. Develop an idea or adopt a topic for study and translate it into a brief, clear statement of
your theme or problem focus.
2. Time Requirement. Determine approximately how much time will be spent on the unit.
3. List of Topics. Brainstorm and break the big idea or theme for the unit into a set of more specific
ideas and subtopics.
4. Target Students. Indicate for which group of students or grade levels the unit is intended. Include them in
the planning by allowing them to identify big questions and issues of interest to them.
5. Rationale. Construct a brief overview of what the unit is about and why it is important to learn it.
6. Goals. Identify a goal or set or basic goals that the unit will be designed to accomplish.
7. Objectives. Outline the specific objectives that enable the goals to be accomplished. Make sure to arrange
them in logical and sequential order
8. Teaching Strategies. Identify and develop related significant teaching strategies and activities.
9. Resources. Identity, locate, and organize all the individuals and the instructional resources that are
available and will be needed.
10. Evaluation Procedures. Develop a plan to evaluate the effectiveness of the unit. Include formal and
informal assessment.
C. Lesson Planning
 This document serves as an outline of what you will be teaching in a given day or days. It
should follow a logical sequence that will facilitate maximum learning for students.
Daily Lesson Plan (DLP) Daily Lesson Log (DLL)

A teacher’s “roadmap” for a lesson. A template teachers use to log parts
It contains a detailed description of the of their daily lesson. It covers a day’s or
steps a teacher will take to teach week’s worth of lessons and contains the
particular topic. A typical DLP contains following parts: Objectives, Content,
the following parts: Objectives, Content, Learning Resource, Procedures, Remarks
Learning Resource, Procedures, Remarks and Reflections.
and Reflections.
The Importance of Instructional Planning
 Planning gives the lessons focus and direction.

 Thought-out planning is way better than on-the-
spot teaching.
 Planning also facilitates teacher reflection.
Instructional planning is an important activity for those
who aspire to be effective teachers. In the words of Ellis
(2010, p. 120): "Careful planning empowers you. It makes
you a true professional. Careful planning helps distinguish
teachers who do it from nose who, content with mediocrity,
merely make their way through textbooks with no strategic
vision, occasionally hitting on a good activity here and there.
That's not teaching; that's monitoring"
Thank
you!

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Basics of Instructional Planning

DIANNE MAE L. LLANTO,

In planning a unit, the following elements and processes must be included:

Daily Lesson Plan (DLP) Daily Lesson Log (DLL)

 Planning gives the lessons focus and direction.

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