The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.

1. INSTRUCTIONAL PLANNING
AND DEVELOPMENT
Acson, Loriedel
Balino, Jecka
Botor, Catherine
Dayag, Fely Grace

2. Select a topic from the
curriculum
Design instructional activities
Design and give an assessment
Give grade or feed back
Decide learning opportunities that will
allow students to learn those things
and plan appropriate instruction to
assure that each student has adequate
opportunity to learn
Design an assessment through which
students will have an opportunity to
demonstrate those things
Select standard that the students need
to know
Move on to new topic
Use data from assessment to give
feedback, reteach or more to next level
Traditional framework
of planning instruction
Standard outcome and
competency based

3. Outcomes- Based
Education (OBE)
Understanding
by Design (UbD)
Determine first
the learning
target before
you design
instruction
Identify the results
followed by
determining
assessment
evidence before
you design
instruction
“Design Down” “Identify Result”

4. UbD: Stages of Backward design
Stage 1: Desired Results
This stage define what students should be able
to know and do at the end of the program,
course or unit or study generally expressed in
terms of overall goals.

5. Stage 1: Desired results
• Content Standard(s): What should students
should know and able to do.
• Understanding(s)/goals: Big Ideas or concepts
that you want them to come away with, not facts
that they need to know
• Essential Questions: Leading questions you can
ask
• Objectives or Outcomes: Measurable and
observable outcomes.

6. Stage 2: Assessment Evidence
Proof or Evidence that show that the content
standard, goals, and student outcome are attained.
Performance Task:
Design at least the application level or higher on
Bloom’s Taxonomy
Other Evidence:
Pre-Assessment
Formative Assessment
Summative Assessment

7. Stage 3: Learning Plan
This plan should be aligned clearly with the desired
results
Components of a Lesson plan:
1. Materials and all resources
2. Timeline
3. Introductory activities
4. Developmental activities
5. Closing activities

8. Elements of a Lesson Plan /
Instructional Plan / Learning Plan
• Anticipatory Set
• Objective and purpose
• Input
• Modeling
• Checking for Understanding
• Guided Practice
• Independent Practice
• Closure

9. Elements of a Lesson Plan /
Instructional Plan / Learning Plan

10. W. H. E. R. E. T. O.
• W - Ensure the students know WHERE the unit is headed and
WHY
• H - HOOK the students in the beginning;
HOLD their attention throughout
• E - EQUIP students with necessary experiences, tools, knowledge
and know-how to meet performance goals
• R - Provide students with numerous opportunities to RETHINK
their big ideas, REFLECT on progress, and REVISE their work
• E - Build in opportunities for students to EVALUATE progress and
self-assess
• T – be TAILORED to reflect individual talents, interests styles and
needs
• O – ORGANIZE for optimal effectiveness

11. Lesson Development in
Direct (Deductive)
and Indirect (Inductive) instruction.
• Deductive – General to Specific
• Inductive – Specific to General
1. Input
2. Modeling
3. Checking for Understanding
4. Questioning Strategies
5. Guided Practice
6. Closure
7. Independent Practice

12. Inductive – Specific to General
4A’s by Malcolm Knowles
1. Activity
2. Analysis
3. Abstraction
4. Application