This document discusses various aspects of planning, including the definition, purpose, steps, benefits, and challenges of planning. It defines planning as deciding in advance what to do, how to do it, when to do it and who will do it. The main steps in the planning process are to define the task, identify resources, consider alternatives, create the plan, work the plan, and evaluate. Effective planning focuses attention, reduces uncertainty, and guides decision-making. Challenges can include a lack of information, time, resistance to change, and inability to adapt to environmental constraints.

1. PLANNING ENDING DISCUSSION
MOTIVATION PRIOR KNOWLEDGE
PROCESS OUTCOME
EVALUATION REFLECTION
BEGINNING GRAPHIC ORGANIZER
BRAINSTORMING

2. Planning isdeciding in advance what to
do, how to do it, when to do it and who
to do it. It involves anticipating the future
and conciously
Choosing the future course of action.
“According to Haimann, Planning is the
function that determines in advance
what should be done.”

3. ⦿Planning isgoal-oriented
⦿Planning isa primary function
⦿Planning isall-pervasive
⦿Planning isa continuous process
⦿Planning isforward-looking
⦿Planning involves choice
⦿Planning isdirected toword efficiency

4. The mainstep inplanning proccessare as follow:-
• Step1-DEFINETHETASK-
• Step 2-IDENTIFY RESOURCES-
• Step3-CONSIDER ALTERNATIVE-
• Step4-CREATE THEPLANNING-
• Step 5-WORKTHEPLAN-
• Step6-EVALUATE-

5. ⦿Focusesattention on objectives and result
⦿Reducesuncertainty and risk
⦿Providessense of direction
⦿ Encourages innovation and creativity
⦿Helps in co-ordination
⦿Guidesdecision-making
⦿Provide efficiency in operation

6. ⦿Lack of accurate information
⦿Time and cost
⦿Resistance to change
⦿Lock of ability to plans
⦿False sense of security
⦿Environmental constraints

7. PLANNED BEGINNING
A planned beginning is a combination of actions
and statements designed to relate the
experiences of the learners to the instructional
objectives of the lessons.

8. PRIOR KNOWLEDGE
Prior knowledge refers to the knowledge which
includes facts, concepts, rules, principles, and
relationship between concepts, rules, and
principles, in a specific domain.

9. Sample Activities
K-W-L Chart
A KWL chart is perhaps the most popular approach
for activating a learner’s prior knowledge that we
see in today’s classrooms. In the K (What I Know)
section, students write and share what they already
know about the topic. As students uncover new
material through written and digital texts, they add
questions to the W (What I Want to Know) area.
Finally, students express their learnings in the L
(What I Learned) portion.

10. Sample Activities
Graphic Organizers
A visual organizer is an educational and
organizational tool for recording prior knowledge
about a topic or chunk of text. They are made to
assist students in understanding and applying text
patterns and structures. There are many kinds of
graphic organizers out there. In fact, K-W-L charts
are one of them, but there many more you can
make use of. This includes T-charts, story maps,
Venn diagrams, and concept maps.

11. Sample Activities
Brainstorming
Brainstorming blends lateral thinking with a
casual, informal approach to problem-solving. It
encourages people to come up with ideas and
thoughts that may appear a little strange at first.
It’s true that brainstorming is usually done for
creating solutions. But this fun activity can also
be applied for activating prior knowledge with
the same mechanics.

12. Motivation
Motivation is a process of interaction between
the learner and the environment, which is
marked by selection, initiation, increase, or
persistence of goal-directed behavior. It has
been thought of variously as a quality of the
individual, the situation, or the activity in which
the individual is engaged.

13. EXPECTATIONS IN PLANNED BEGINNINGS:
establish expectations for what is to be learned:
–create a framework ideas, principles
and info; and
–explain what they will learn before
lesson begins; goal and objectives are
shared with students

14. FOCUS IN PLANNED BEGINNINGS:
focus students’ attention with lesson at hand
• establish expectations;
• motivate students;
• use students’ prior knowledge to make
connections; and
• involve students in the learning process.

15. WHEN TO USE PLANNED
BEGINNINGS?
• To introduce a new concept or principles;
• To initiate discussion;
• To introduce a film/ TV show/ video
• To introduce a homework/ assignment
• To present a guest speaker

16. SAMPLE
MATHEMATICS: Computing for AREA
• To demonstrate a particular functions of a
computer;
• At the end of the class, students understand how
to compute for area
• Show them a program of a calculator
• Make clear that they have to show the solution in
computing for area but by using calculator is a
good tool to check for the correct answer.

17. SAMPLE
ARALING PANLIPUNAN: Halalan
• Ask the students about the current/ trending events at
present;
• Ask how these affect them as a student?
• Instill social consciousness/ awareness to the students;
• At the end of the class, students will have the social
awareness and deep appreciation of being socially
conscious of their surroundings;
• You may present articles of current news or trending
news and ask their insights about it.

18. PLANNED DISCUSSIONS
Planned discussions focus on learning instead of
telling. Teachers provide a learning situation
where students conceptualize for themselves
and discuss. Teachers are mere facilitators.

19. WHAT IS THE PURPOSE OF PLANNED
DISCUSSION?
• Students acquire knowledge;
• Express clearly their own ideas;
• Learn to evaluate their own thinking and
others as well;
• Reflect on ideas of others than their own; and
• Learn to share opinions.

20. HOW TO USE PLANNED
DISCUSSIONS?
• Listen carefully;
• Don’t interrupt;
• Keep an open mind;
• Take responsibility;
• Cooperate;
• Listen critically;
• Stay focused; and
• Come to a common understanding

21. THINGS TO CONSIDER IN A PLANNED
DISCUSSION
• Have an objective for what students are
expected to learn;
• Develop a clear statement of the content to be
covered;
• Prepare necessary materials; and
• Create means to evaluate discussion.

22. STEPS IN CONDUCTING PLANNED
DISCUSSION
• Step 1 You may connect with your planned beginnings
OR
PREPARE:
• Identify concerns;
• Establish focus;
• Schedule time with participants

23. STEPS IN CONDUCTING PLANNED
DISCUSSION
Step 2 MEETING:
• Define concerns;
• Brainstorm actions;
• Develop action plan; and
• Schedule follow-up

24. STEPS IN CONDUCTING PLANNED
DISCUSSION
Step 3 FOLLOW- UP
• Encourage student effort;
• Set meeting at least once a week for progress
discussions
• Determine if more intervention needed or
meetings

25. PLANNED ENDINGS
Planned endings means at the end of your lesson
you give a recap of what you went over. It is not
meant in the end of the class though but the end
of chapters and units as well.

26. WHAT IS THE PURPOSE OF THE
PLANNED ENDING?
The purpose of PLANNED ENDING is to help
students to retain what they learned during the
class or session. This can be done in several
ways with some simple techniques being
summarizing what was learned that day or just
re-stating the key points from the lessons.

27. Teachers use planned endings to:
• Check for understanding and inform
subsequent instruction;
• Emphasize key information;
• Tie up loose ends, and
• Correct misunderstandings.

28. Students find planned endings helpful for:
• Summarizing, reviewing, and demonstrating
their understanding of major points;
• Consolidating and internalizing key
information;
• Linking lesson ideas to a conceptual
framework and/or previously learned
knowledge, and
• Transferring ideas to new situations.

29. CREATIVE PLANNED ENDINGS
Snowstorm: Students write down what they
learned on a piece of scratch paper and wad it
up. Given a signal, they throw their paper
snowballs in the air. Then each learner picks up
a nearby response and reads it aloud.

30. CREATIVE PLANNED ENDINGS
Gallery Walk: On chart paper, small groups of
students write and draw what they learned.
After the completed works are attached to the
classroom walls, others students affix sticky
notes to the posters to extend on the ideas, add
questions, or offer praise.