UNIT II: INSTRUCTIONAL

PLANNING FOR THE MOTHER

TONGUE

MIDTERM TOPICS (GROUP 2)

 WHAT IS PLANNING INSTRUCTION?
• Planning instruction is a complex process requiring
knowledge of planning components such as what to teach,
how to teach, and how well the students should know the
content after the lesson (Hunt et al., 1999).
?? • Planning also involves consideration of any
influences(physical, emotional, psychological, social, and
technological) that may affect student learning. Effective
instruction does not only entail coming to class and
delivering a lesson, it entails helping students progress from
one place to another in their understanding and ability to
do certain things (Teach for America, 2010).
HOW TEACHERS MOVE THE STUDENTS’ CONTENT
AND PERFORMANCE MASTERY TO THE NEXT LEVEL?
• FORMULATING
• CONSTANTLY
• ENGAGING
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• ADJUSTING 2
Robert Gagne
-a renowned educational psychologist,
developed Nine Events of Instruction
which has guided trainers and educators
in designing instruction for trainings and
classroom-base teaching. LESSON 1:
Nine events of instruction
1. Gaining attention (reception) COMPONENTS OF
2. Informing learners of the objective
(expectancy)
INSTRUCTIONS
3. Stimulating recall of prior learning
(retrieval)
4. Presenting the stimulus (selective
perception)
5. Providing learning guidance (semantic
encoding)
6. Eliciting performance (responding)
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7. Providing feedback (reinforcement)
The Nine events of instruction divided into three
segments:

Preparation
-Gaining attention LESSON 1:
-Informing learners of the objective
-Stimulating recall of prior learning
COMPONENTS OF
Instruction and Practice
INSTRUCTIONS
-Presenting the stimulus
-Proving learning
-Eliciting performance
-Providing feedback
Assessment and Transfer
-Assessing performance
-Enhancing
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retention and transfer
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What is the importance to have the
nine events of instruction?
• The nine events provide a
LESSON 1:
framework for an effective learning
process. Each step addresses a form COMPONENTS OF
of communication that supports the INSTRUCTIONS
learning process. When each step is
completed, learners are much more
likely to be engaged and to retain the
information or skills that they are
being taught.
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 ADDIE MODEL
• An iterative instructional design process,
where there results of the formative
evaluation of each phase may lead the
LESSON 2: instructional designer back to any previous
phase. The end product of one phase is the
starting product of the next phase.
INSTRUCTIONAL ADDIE Instructional Design
PLANNING CYCLE

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 ADDIE Instructional design process:
Analysis
• The process of defining what it is to be learned.
LESSON 2: Design
• The process of specifying how it is to be learned.
INSTRUCTIONAL Development

PLANNING CYCLE • The process of writing and producing the materials.

Implementation
• The actual delivery of instruction whether classroom-based,
computer based, or lab based
Evaluation
• The process of determining the adequacy, effectiveness, and
efficiency of instruction; maybe (formative or summative)

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 TEACHING INSTRUCTIONAL MODEL
Instructional Model 1
Backward Design Language Teaching(Richards, 2001)
1. Identify desired result.

LESSON 3: 2. Determine assessment evidence.

3. Plan learning experiences and instruction.

INSTRUCTIONAL PLANNING Instructional Model 2

MODELS FOR MOTHER Forward Design Language Teaching (Richards, 2001)
TONGUE INSTRUCTION 1. Choose a topic for a lesson
2. Select a resource.
3. Choose instructional methods based on the resources and the
topic.
4. Choose questions/test type to assess student understanding of
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the material. 8
 Instructional Model 3
Forward Design Language Teaching (Richards, 2001)
1. Choose a topic for a lesson
2. Select a resource.
3. Choose instructional methods based on the resources and the
LESSON 3: topic.
4. Choose questions/test type to assess student understanding of the
material.
INSTRUCTIONAL PLANNING
MODELS FOR MOTHER Instructional Model 4
TONGUE INSTRUCTION Task-based Language Teaching (Richards, 2001)
1. Identify target tasks through needs analysis.
2. Design classroom tasks.
3. Apply TBL methodology
4. Identify
2 language and other demands of the tasks. 9
Malone (2010) indicates that in
order for learners to become
successful learners they must be
able to:
➢Listen and read with understanding
➢Speak and write to communicate
thoughts, ideas, needs, and
experiences
➢Read letters, words and sentences
correctly and
➢Speak and write correctly
Balanced teaching method
That enables learner to develop all
four skills can be divided into two
“tracks”
❖One track emphasizes accuracy or
correctness and focuses on the pats of 2
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 What is Curriculum?
Curriculum is a standards-based sequence of planned experiences
where students practice and achieve proficiency in context and
applied learning skills. Curriculum is the central guide for all
educators as to what is essential for teaching and learning, so that
LESSON 4:
every student has access to rigorous academic experiences.
What is unpacking strategies?
Unpacking the standards allows teachers to better understand what
DEVELOPMENTAL are students are expected to know at each grade level. Unpacking
INSTRUCTIONAL PLANS also allows teacher to develop grade level assessments (both
formative and summative).
FOR MOTHER TONGUE
INSTRUCTION Unpacking serves three purposes:
a) To establish focus of standards and competencies,
b) To link standards, competencies, and
c) To contextualize teaching.

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 Strategies for unpacking standards:
1) Analyze the standards
2) Determine the nature of competencies (knowledge,
LESSON 4:
skills values).
3) Identify topic or content
4) Select assessment strategies
DEVELOPMENTAL
INSTRUCTIONAL PLANS 5) Plan learning experiences
FOR MOTHER TONGUE 6) Select/design instructional materials
INSTRUCTION TYPES OF STANDARDS
❑Learning Area Standard
❑Key Stage Standard
❑Grade Level Standard
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Thank you,
Everyone;)