Instructional

Planning &
Development
Between frameworks A and B which:
1. goes along with OBE and UbD?
2. is a more traditional framework?
3. is a better framework?
The Process of Instructional Planning
A B
Select a topic from the Select standards that the
curriculum students need to know

Design instructional Design an assessment
activities
Decide learning
Give grade or feedback opportunities

Move on to new topic Use data from assessment
to give feedback
Outcomes-Based Education (OBE)
& Understanding by Design (UbD)
In OBE, you determine first the learning
targets or the learning outcomes before you
design instruction. OBTL demands alignment
of learning outcomes, learning activities and
assessment tasks.
In UbD, the first step is identify results
followed by determining assessment evidence.
Planning instruction comes only after
determining assessment evidence.
The Understanding by Design
Framework
The framework shows that UbD begins with content
standards. These content standards are spelled out
more specifically in the understanding/goals, essential
questions and in the student objective/outcomes.
Assessment evidence are proofs or evidence that
shows that the content standards, goals and student
outcomes were attained.
Ifyou have a hard time determining how you are
going to assess your goals and objectives, it may be
because your goals and objectives are poorly
formulated and vague.
Important points to Remember in
Planning & Organizing Instruction
1. That our daily teaching-learning is supposed to
contribute to the realization of the vision
statement of the DepEd to help develop
patriotism and whose values and competencies
enable them to realize their full potential and
contribute meaningfully to building the nation.
2. If in private institutions, remember the vision-
mission statement of your school in addition to
the DepEds vision-mission statement and your
teaching-learning must be aligned to your
schools vision and mission and to that of
3. Consider also the Philippine Qualifications
Framework (PQF) that describes the knowledge,
skills and values of Philippine graduates at different
levels in the Philippine educational system.
4. The grade 10 and Grade 12 qualifications laid down
in the PQF flow into the standards that are
contained in the curriculum guide for K to 12. These
standards are in different levels- learning area
standards, key stage standards, and grade level
standards.
5. Our instructional planning is supposed to begin with
a study of the K to 12 Curriculum Guide for the
subjects that we teach. This should be your bible as
you plan and as you teach.
6. Which instructional plan you are going to prepare
depends on what your school requires. It may be a
unit plan or a lesson plan or both. Whatever plan
you are asked to make, the parts are basically the
same.
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. As you plan instruction you should also
be guided by the same guiding principles upon
which the K to 12 Curriculum Guide was developed.
8. Always begin with the end in mind. A unit/lesson
plan begins with an objective/s or intended learning
outcomes. This determines content, teaching-
learning strategies and assessment task.
9. Do assessment to ensure learning. You can assess at
the beginning of your lesson to determine entry
knowledge and skills through a pre-instruction test
(commonly known as pretest, anticipatory guide is an
example) for diagnostic purpose.
10.Give your students opportunity to assess themselves.
They are better motivated when they are engaged in
self-directed learning. A scoring rubric will be of great
help.
11.You can teach two types of knowledge: declarative
(facts, concepts, principles, hypotheses, laws) and
procedural knowledge (manipulative skills, process).
12.Dont forget that part of instructional planning is
utilization of assessment results. The results of your test
 Elements of a Lesson Plan/
Instructional Plan/ Learning Plan
AnticipatorySet. A short activity, dispatch or prompt
that focuses the students attention and ties previous
lessons to todays lesson.
Purpose.An explanation of the importance of this
lesson and a statement concerning what students will
be able to do when they have completed it.
Input.
The vocabulary, skills and concepts to be
learned.
Modeling. The teachers demonstration on what is to be
learned.
Guided Practice. The teachers guidance on the steps
 Checking for Understanding. An explanation of
a variety of questioning strategies to
determine the students understanding.
Independent Practice. Students practice on
their own.
Closure. A review or wrap-up of the lesson.
For UbD, the parts of an instructional
plan follows the acronym
W.H.E.R.T.O.
W- Where and Why. Where will I help my
students to know where they are headed, why
they are going there, and what ways they will be
evaluated along the way?
H-Hook and Hold. How will I hook and engage
the learners? How will I keep them engaged?
E-Explore and Experience, Enable and
Equip. How will I equip students to master
identified standards and succeed with the
transfer performances? What learning
experiences will help develop and deepen
 R- Reflect, Rethink, Revise. How will I encourage
learners to rethink previous learning? How will I
encourage on-going revision and refinement?
E- Self-Evaluation. How will I promote students
self evaluation and reflection?
T- Tailor and Personalize the Work. How will I
tailor the learning experiences to the nature of the
learners I serve? How might I differentiate
instruction to respond to the varied needs of
students?
O- Organize for Optimal Effectiveness. How will
I organize the learning experiences for maximum
engagement and effectiveness? What sequence will
be optimal given the understanding and transfer