Araling Panlipunan

1. Basics of Instructional Planning
Presented By: SUSAN MAE . JAMORALIN

2. • Describe the process of
instructional planning
• Differentiate the types of
instructional planning
• Explain the importance of
instructional planning
• Develop a unit plan for one level
based on the K to 12 Curriculum
Guide for Social Studies
O B J E C T I V E S

3. Instructional planning is the process of systematically
planning, developing, evaluating, and managing the
instructional process by using principles of teaching and
learning.
The teacher attempts to organize the different ingredients of
learning with the end goal in mind: ensure that students attain
the set curricular goals. This process is ideally done before a
lesson, unit, quarter, semester or school year.
It is important to note that instructional planning is a
continuous process. Plans can be modified or made flexible in
order to accommodate the varied needs of learners.
Instructional Planning
Department of Education (2016)

4. 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?

6. THREE
CLASSIFICATION
1. Long-range
Planning
2. Unit Planning
3. Lesson Planning
Instructional planning takes on many
forms. One way of categorizing it is
by looking at the time frame for
planning.
Types of
Instructional
Planning

7. It is important to teachers to do curriculum mapping, the
process of determining when you will teach each topic or
concept (Beal and Bolick, 2013).
The curriculum guide serves as the teacher’s most important
tool in long-range planning.
1. LONG-RANGE PLANNING

8. It is important to teachers to do curriculum mapping, the
process of determining when you will teach each topic or
concept (Beal and Bolick, 2013).
The curriculum guide serves as the teacher’s most important
tool in long-range planning.
In the Philippines, the existing K to 12 Curriculum guides for
Social Studies Grades 1-10 was prepared by the Department of
Education.
1. LONG-RANGE PLANNING

9. In curriculum mapping a particular grade level, it is important to look at
the following:
a. Grade Level Standard, which states the overall goal for the year
b. Topic, which describes the general theme of the grade level:
c. Content, which outlines the lessons that will be covered.
1. LONG-RANGE PLANNING

10. A unit is a major division of the year-long plan. It is cluster of related
lessons organized around a central topic, theme. Issue, or problem or
developed in a logical sequence (Beal and Bolick, 2013; Ellis, 2010)
It can be designed for any length of time some tanging for just a week
while others cover a whole quarter.
2. UNIT PLANNING

11. In planning a unit, Beal and Bolick (2013) recommend taking into account
the following elements and processes:
2. UNIT PLANNING
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.
TIME REQUIREMENT. Determine approximately how much time will be spent
on the unit.
LIST OF TOPICS. Brainstorms and break the big idea or theme for the unit into a
set of more specific ideas and subtopics.
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.
RATIONALE. Construct a brief overview of what the unit is about and why it is
important to learn it.

12. 3. 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.
In the Philippines, lesson planning is a major requirement for teachers in basic education.
Newly hired teachers are required to prepare a daily Detailed Lesson Plan (DLP) during the first
year, while those with at least one year of teaching experience are expected to fill out a Daily
Lesson Log (DLL).

13. Daily Lesson Plan
(DLP)
Daily Lesson Log
(DLL)
DepEd Order No. 42, s.
2016
01 02
A teacher’s “roadmap” for a lesson. It contains
a detailed description of the steps a teacher
will take to teach a particular topic. A typical
DLP contains the following parts:
Objectives
Content
Learning Resources
Procedures
Remarks
Reflection
A template teachers use to log parts of their
daily lesson. It covers a day’s or week’s worth
of lessons and contains the following parts;
Objectives
Content
Learning Resources
Procedures
Remarks
Reflection

14. Promotion
Prce
LESSON PLANNING

16. Promotion
Prce
IMPORTANCE OF INSTRUCTIONAL
PLANNING
1.Planning gives the lessons and focus and direction.
2.Planning is a better than on-the-spot teaching.
3.Planning also facilitates teacher reflection.

17. THINGS TO CONSIDER IN
PLANNING INSTRUCTION
CONTENT
OBJECTIVES
CLASSROOM ENVIRONMENT
MATERIALS
STUDENTS
TEACHER

18. CONTENT
One of the primary elements that should be considered in instructional
planning.
Teachers need to know what they will teach in order to effectively prepare
their lesson.
It is important to distinguish between two types of knowledge: declarative
and procedural.

19. Declarative
Knowledge entails
knowing about
something
Procedural
knowledge is
knowing how to
do something

20. OBJECTIVES
An objective is an specific statement of a learning outcome.
It describes what we want our students to do and how we will know
if they are already there.

21. The concept of learning
objectives is based largely on the
work of Benjamin Bloom who
worked with a group of
educational psychologists in
1956 to create a taxonomy of
instructional objectives based on
a hierarchical classification of
forms of learning. Bloom’s
taxonomy frames lower-order
thinking skills and higher-order
thinking skills that result from
active, meaningful engagement
with new ideas.

22. CLASSROOM ENVIRONMENT
Student learn more when there is positive classroom environment,
the reason why teachers should also take this into account in
instructional planning.
They have to ensure that they have a welcoming and stimulating
classroom, one where students feel regarded and represented and at
the same time excited to learn new things.

23. MATERIALS
Schoenfeldt and Salsbury (2009) define materials as any item, tool,
or piece of equipment used to support the lesson before, during, or
after instruction.
This may come in the form of visual aids (map, photos), media
equipment (LCD projector, laptop), tools (compass, ruler), realia
(artifacts, coins), print sources (songs, lyrics, documents, and
manipulatives (puzzles, globe)

24. STUDENTS
The student is the heart of the learning process.
They should be given utmost consideration in
instructional planning.

25. STUDENT
READINESS
•Refers to
the ability
level of a
student in
relation to a
given topic
and skill. STUDENT
INTEREST
•This is
considered
as a
powerful
motivator
to engage
students in
the learning
process.
INTELLIGENCE
PREFERENCE
OR
LEARNING
STYLE
•This refers
to the
different
cognitive
inclinations
that a
person has
for learning.

26. TEACHER
It is important for teachers to take into account their
own knowledge for instruction to become more
effective.

27. CONTENT
KNOWELDGE
•Refers to the
teacher’s
knowledge
about the
subject
matter that
will be taught
PEDAGOGICAL
KNOWLEDGE
•Refers to the
teacher’s
knowledge
about the
process of
teaching and
learning.
TECHNOLOGICAL
KNOWLEDGE
•The teacher’s
knowledge of
and and
ability to use
technological
tools and
associated
resources.
THREE COMPONENTS OF TEACHER’S KNOWLEDGE