The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
ITC:41 - Using Backward Design to Build Better Courses.pptxStan Skrabut, Ed.D.
How focused are your courses? Do you have clear objectives? Are students meeting your objectives? Are students overwhelmed by your content? If you employ backward design, you can ensure that all the elements are needed and help students achieve your objectives.
Backward design is an instructional design strategy for developing courses. With backward design, you start by creating your objectives. Next, you create your assessments. Finally, you develop your instructional content. The result is a tighter course that focuses on exactly what you want your learners to know.
In this presentation, I am going to breakdown the elements and process for implementing backward design. I will also touch on developing objectives and Bloom’s revised taxonomy for learning.
YouTube: https://youtu.be/3ds-voLTaNI
Podcast: https://tubarksblog.com/itc41
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
Assessment is a key element of any learning program; it is through assessment that we know our students, and know what they have learnt; it is the quality control mechanism for our graduates; it is an important feedback loop on the effectiveness of our teaching. Assessment is central to learning design, and yet it is often the thing we think of last. This presentation highlights some of the key ideas driving assessment practice, and raise questions regarding assessment strategy and design such as:
What makes good assessment?
What are some principles of a sound assessment strategy, and why
Some new ways forward – what will you do differently?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. The Process of Instructional Planning
A B
Select a topic from the
curriculum
Select standards from among
those students need to know
Design instructional activities Design an assessment through
which students will have an
opportunity to demonstrate
those things
Design and give an assessment Decide what learning
opportunities students will need
to lead those things and plan
appropriate instruction to assure
that each student has adequate
opportunities to learn
4. The Process of Instructional Planning
A B
Give grade or feedback Use data from
assessment to give
feedback, reteach or
move to next level
Move on to new topic
5. Outcomes – Base Education (OBE)
and Understanding by Design
(UbD)
*One of the features of OBE is “design down”.
*Understanding by design also known as UbD is a
backward design. Like OBE, the first step in UbD
is “identify result” followed by determining
assessment evidence. Planning instruction
comes only after determining assessment
evidence.
*Standards – Based framework goes with OBE
which is Outcomes – Base Teaching – Learning
(OBTL) when applied in the classroom
6. The Understanding by Design
(UbD) Framework
1. With what does UbD begin – learning content
or standards?
2. Are the broad content standards made more
specific by the statement of understanding/
goals, essential questions, student objectives/
outcomes?
3. Is teacher free to write down any essential
questions? Or should the essential questions
flow from the understanding/ goals?
4. Are the essential questions specific or general
in nature?
7. The Understanding by Design
(UbD) Framework
5. Does assessment evidence mean proof that the
content standards, goals, student outcomes
where attained or not attained?
6. Is the learning plan independent of desired
results and assessment evidence?
7. Does the learning plan have an objective or
outcome?
8. Excluding materials and timeline, what are the
parts of a learning plan?
9. Is the sequencing of the three last parts of the
learning plan also the same in a lesson plan?
8. Stage 1 Desired Result
*Content standards
>comes from professional standards in your
field
*Understanding Goals
>this is a goal not an objective
>list the big ideas or concepts
9. Stage 1 Desired Result
*Students Objectives
>this are observable, measurable, outcomes
that students should be able to
demonstrate and that you can assess
>design and directly linked to having
students to be able to achieve the
understandings
10. Stage 2 Assessment Evidence
*Performance Task
>authentic performance based task
>Bloom’s Taxonomy
>rubrics can be used to guide students in
their self assessment of their performance
11. Stage 2 Assessment Evidence
*Other Evidence
>includes pre – assessment, formative
assessment and summative assessment
evidence
>can be individual or group based
>can include informal methods
12. Stage 3 Learning Plan
1. Materials and Resources
2. Timeline
3. Introductory Activities
4. Developmental Activities
5. Closing Activities
13. Important Points to Remember in
Planning and Organizing Instruction
1. Daily Teaching Learning is supposed to
contribute to the realization of the vision
statement of the department.
2. If you belong to a private institution, bear in
mind the vision mission statement of your
school in addition to the DepEd vision and
mission statement.
3. Describes the knowledge and skills and values
of Philippine graduates at diff. levels in the
Phil. Educational system
14. 4. These Grade 10 and Grade 12 qualifications
laid down in the PQF flow in to the standards.
5. Our instructional planning is suppose to begin
with study of the K-12 curriculum guide for the
subjects that we teach.
6. Which instructional plan are you going to
prepare depends on what your school requires.
7. Apply all the Principles of teaching and learning
that you have learned in PT 1.
15. A. Include appropriate strategies that promote
student learning, active engagement,
manipulation and testing of ideas.
B. Include cultural integration.
C. Clearly tie to a standard
D. Engage students in both individual and group
learning based on personal interest.
E. Lesson clearly ties to curriculum goals.
F. Include activating prior knowledge, anticipating
pre conceptions, exploration, and problem
solving and new skill building.
16. 8. Always begin with the end in mind.
9. Do assessment to ensure learning.
10. Give your students opportunities to
assess themselves.
11. You teach two types of knowledge
declarative and procedural knowledge.
A. Test and quizzes with constructed
response.
17. B. Reflective assessment
C. Academic prompts that clearly specify
performance task elements
D. Culminating assessment projects that
allow for students choice and independent
application
13. Don’t forget that part of instructional
planning is utilization of assessment result
18. Elements of a Lesson
Plan/ Instructional
Plan/ Learning Plan
19. Several samples of Lesson
Plan/ Instructional Plan
1. Dr. Madeline Hunter’s
research indicates that
effective teachers usually
include the following
elements in their lesson.
20. A. Anticipatory Set
B. Purpose
C. Input
D. Modeling
E. Guide Practice
F. Checking for
Understanding
G. Independent Practice
H. Closure
21. 2. For UbD, the parts of an
instructional plan follows
the acronym W.H.E.R.E.T.O.
22. W – Where and Why
H – Hook and Hold
E – Explore and Experience,
Enable and Equip
R – Reflect, Rethink and Revise
E – Evaluation
T – Tailor and Personalize the
Work
O – Organize for Optimal
Effectiveness
23. I. Objectives
II. Subject Matter and
References
III. Materials
IV. Procedure
A. Introduction/ Preliminary
Activities
B. Motivation
C. Lesson Proper
1. Activities
2. Application
3. Summary
D. Evaluation
E. Homework
24. Parts of Lesson Plan
common to all samples
1. The lesson/ instruction plans
begin with objective, standard,
outcome, purpose, where and
why;
2. Subject matter
3. Steps in lesson development
4. Evaluation
25. Lesson Development in
Direct (Deductive) and
Indirect (Inductive)
Instruction
*Direct (Deductive)
instruction
>>you teach begging with the
rule, generalization,
abstraction or principles and
end with examples and
details.
26. Detailed Illustration for
Direct (Deductive)
instruction
1. Input
2. Modeling
3. Checking for understanding
4. Questioning strategies
5. Guided practice
6. Closure
7. Independent practice
27. Indirect (inductive)
instruction
>>you begin your lesson
with concrete experiences,
details, examples and
assist students to discover
and give the rule,
generalization and
abstraction.
28. Four (4) As
1. Activity
2. Analysis
3. Abstraction
4. Application
