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Lesson 6 Instructional Planning Models

TMPG

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eunie grace
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142 views36 pages

Lesson 6 Instructional Planning Models

TMPG

Uploaded by

eunie grace
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INSTRUCTIO

NAL
PLANNING
MODELS
JULIE D. CAMACHO, MAED.
Objective:
Demonstrate understanding and
appreciation of the most commonly
used instructional planning models in
the Philippines.
Introduction:
 Now that you have learned the things to
consider when planning instruction, you are
ready to create one yourself. Teachers usually
plan lessons following a specific model. In
this lesson, you will learn about the two most
commonly used instructional planning models
in the Philippines and their common features.
Recall:
 Instructional planning, the
systematic selection of
educational goals and
objectives, and their design for
use in the classroom.
Think:
 There are many instructional
planning models that mathematics
educators have constructed, but the
two most widely used in the
Philippines are the ADIDAS and the
Five Es models.
ADIDAS stands for:
A – Activity
D – Discussion
I – Input
D – Deepening
A – Activity/Analysis
S – Synthesis
 Activity. The lesson begins with an
activity that will layer facilitate a
meaningful discussion about the topic
of the session. In other words, the
activity introduces the topic to the
students. This activity must be
motivating and engaging to catch the
attention of the students.
 Discussion. The lesson proceeds with
the processing of the activity. In this
part, the student, as facilitated by the
teachers, talks about their experiences
during the activity. Here, the questioning
skill of the teacher is important because
he/she must be able to direct the
discussion toward the targeted lesson.
 Input. In traditional classroom, the Input
is where the teacher lectures. However, in a
constructivist classroom, this is the part
where the students would share the concepts
that they learned based on the activity and
the discussion. Nevertheless, no matter
which learning theory is applied in the
lesson, this is the part where the concepts are
clearly established.
Deepening. Here the teacher asks
questions that will engage the students to
critical and creative thinking. Non-routine
mathematical problems or real-life word
problems may be given. The purpose is to
give the students the opportunity to
deepen their understanding of the
concepts that they have just learned.
Activity. In mathematics, this is the
part where the students verify what they
have just learned by solving mathematical
problems. Depending on the need, the
students may be engaged in guided
practice and/or individual practice.
Sometimes, the teacher facilitates games
in this part of the lesson.
 Synthesis. The last part of the ADIDAS
model is the Synthesis. Here the students
are given the opportunity to express what
they have learned by verbally giving a
summary of what transpired in class and
what they have learned. The students may
also be given a short assessment to give the
teacher feedback on what they have
learned.
 Synthesis. The last part of the ADIDAS
model is the Synthesis. Here the students
are given the opportunity to express what
they have learned by verbally giving a
summary of what transpired in class and
what they have learned. The students may
also be given a short assessment to give the
teacher feedback on what they have
learned.
The Five Es are :
Engage
Explore
Explain
Elaborate
Evaluate
 Engage. This part activates
the students’ prior knowledge
and engages them into new
concepts by doing short
activities. The aim of this part is
to arouse the students’ curiosity.
 Explore. In this part, the students
are exposed to different experiences
that will facilitate the discovery of new
concepts. Explore may involve
observation exercises, simulations, or
manipulations of instructional
materials. The goal here is for the
students to discover something new.
 Explain. Here the students explain
what they have experienced in
Explore. The role of the teacher is to
facilitate the discussion that should
lead to students seeing patterns that
will help them to describe the new
concept in their own words.
 Elaborate. The Elaborate part
of the lesson, allows students to
expand their understanding of
the concepts by applying the
concept that they have learned in
solving mathematical problems.
 Evaluate. The last part of the Five
Es model, Evaluate, lets the teacher
and the students evaluate their
learning. Though giving short
exercises are usually the mode of
evaluation, the teacher can be creative
by implementing other evaluation
activities.
Experiences
 Aside from the components of

whatever instructional planning


model, an instructional plan also
reflects basic information about the
lesson like prerequisite knowledge and
skills, time allotment, materials
needed, etc.
Topic: ______________________________________________________
Subject: _____________________________________________________
Grade Level: _________________________________________________
Duration: ____________________________________________________
Objectives:
At the end of the session, the student will be able to:
 ______________________________________________________
 ______________________________________________________
 ______________________________________________________
Materials:
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
References:
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
Prerequisite Concepts/Skills:
 ______________________________________________________
 ______________________________________________________
 ______________________________________________________
New Concepts/Skills
 ______________________________________________________
 ______________________________________________________
 ______________________________________________________
Lesson Proper:

Activity Duration Teacher’s Role Student’s Role


(Number of Minutes)
Summary:
 ADIDAS and Five Es are just two
of the many instructional planning
models applied in math. All models
usually boil down to common
components such as activities,
discussion, and evaluations.
THANK YOU!

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