instructional planning guide for tech integrated lessons

1. Instructional Guide for Planning Tech-Integrated Classes
Using the 5Ds Framework
Unit Title: Grade Level: Duration:
Learning Standards: contains the set content and skill standards (school, district, state, national) and educational
technological standards being employed by the school
Specific Content list of concepts, facts, or ideas to be learned
Specific Skills list of skills to be acquired
Assessments for the
lesson/ unit:
list of planned assessments (performance, summative, and formative) to assess the learning of the
students for the unit or lesson
Stages Learning Activities Tech Tools Used to Support Planned
Learning Activities
Strategies for
Feedback Giving
(Discern)
Dip
Deepen

2. Do
Distribute
Guide Questions for the Teacher Planning the Learning Activities
Stages Guide Questions
Dip • How will students explore the topic to be learned?
• Which tech tools will students use to explore the topic?
• Will there be a parameter to be set as they explore the topic?
• How will students connect the new lesson to the previous lesson?
• How will students use their prior knowledge as they begin a new lesson?
Discern:
• How will feedback be given to students as they explore the new topic or connect the new topic to their
previous lessons or prior knowledge? What tech tools can help facilitate this?

3. Deepen • How will students acquire the concepts and skills to be learned?
• Which strategies will be employed to make concept acquisition and skill practice independent, student-
centered and collaborative?
• Which strategies can be employed so that students critically engage with the content being learned? How
can students practice the skills needed to be learned?
• Which tech tools can help or support students to collaborate and interact critically with the lesson or topic
being learned?
• Which tech tools can help students practice the skills being learned?
• Which tech tools can help make the learning activities or content be differentiated to accommodate the
various learning preferences or contexts of students?
Discern:
• What formative activities can be employed to check for student’s understanding? Which tech tools can
support the use of planned formative assessments or activities?
• Which tech tools can help give students timely, efficient, effective, and task-focused feedback?
Do • How will students demonstrate what they have learned and apply the concepts acquired and the skills
mastered or developed?
• What performance task can students do to apply what they have learned? Is the task authentic (reflects
real-life problems where students can transfer what they have learned) and complex enough for the
students to solve?
• Will the final output require creation of authentic products or artifacts of learning? Will it require
collaboration among students?
• Which tech tools can help and support students as they solve real-life problems or accomplish the
performance task?
• Which tech tools can students use to demonstrate what they have learned?
• Which tech tools can help them create authentic and original products or artifacts of learning?
Discern:
• As students work on their performance task, how can the teacher offer feedback to the learners so that they
can further improve what they are creating or doing?

4. Distribute • Before showcasing the authentic and original products of students, are the students satisfied with what they
have created?
• If the products were showcased, will they reveal sensitive or unnecessary information about the students? If
so, will it still be wise to share them to the public?
• Which tech tools can help showcase the students’ product to the wider or global audience?
• Can the newly created product be used as a source of knowledge that other learners can critically interact
with?
Discern:
• If feedback from the global audience is given to the product that was showcased, how can the student
address the feedback? Does the platform used to share the product support updates or revisions?
*Note that the guide questions for “Discern” appear in all the other stages since the essential idea is that feedback to the
learners is given in every aspect of the learning process.
Copyright: Francis Jim Tuscano (Manila, Philippines, 2016). Educators may use this lesson planning guide, provided that information of the
use is sent to Jim. Full credit to Jim is also expected. For questions or feedback email at francisbtuscano@gmail.com.