SD_Instructional-Design-Frameworkzz.pptx

TRAINING ON THE
MATATAG CURRICULUM
1
Venue
Date

TRAINING ON THE
MATATAG CURRICULUM
2
K, G1, G4, G7 Teachers, and School Leaders
Venue
Date

MARAMING SALAMAT!
OVERVIEW OF THE
INSTRUCTIONAL DESIGN FRAMEWORK
Resource Person
K TO 10 MATATAG CURRICULUM
Session 6/7

MATATAG Curriculum Training | 2024
Session Objectives:
At the end of the session, the participants will be able to:
a. define Instructional Design Framework (IDF);
b. identify the different components of the Instructional
Design Framework (IDF); and
c. relate the process of learning as an important activity
of the brain (Science of Learning)
d. express appreciation for the importance of
Instructional Design as a foundation in designing
learning opportunities using the reflection journal.

Professional Standards Covered
• PPSSH 3.2 Teaching standards and pedagogies
• PPSS 3.1 Support for Instructional Leadership
• PPST 1.2 Research-based knowledge and principles of
teaching and learning
• PPST 4.1 Planning and management of teaching and
learning process

Session Flow
6
Anticipation Guide and Send Me an Answer
Understanding the Instructional Design (ID) Framework
Principles, Key Aspects, and Essential Facets of ID
Curriculum, Teaching, and Assessment
Understanding how learning happens in the brain
Reflection Journal and Think-Pair-Share Activity
Synthesis

Content
7
1. The K to 10 Instructional Design (ID)
Framework
2. Principles, Key Aspects, and Essential
Facets of ID
3. Curriculum, Teaching, and Assessment
4. Suggested Pedagogical Approaches
5. Cognitive Principles

Directions:
1. Scan the QR Code or Open your internet
browser and type menti.com.
2. Type in the code 4675 6360.
3. Hit the Join button.
4. Answer the questions on each slide.
Anticipation Guide

Directions:
Send Me an Answer

MATATAG Curriculum Training | 2024 14
What did you discover
in doing the activity?

What are the aspects of an
Instructional Design?

What are the Principles
to be considered in
developing an
Instructional Design?

What are the essential
learning events in the
teaching and learning
process?

What should be the
components of an IDF?

How did you come up
with the summary?

Instructional Design Framework
An instructional framework provides a
cohesive structure made up of proven
components, but it is adaptable so as to work
with varying teaching styles, content areas,
and learners’ needs (while maintaining the
core structure of the framework). Teachers can
unleash their creativity with confidence that
their learners are going to be successful.
https://learningfocused.com/instructional-framework-101/

The K to 10 Instructional Design Framework
• It is based on the pedagogical approaches
stipulated in the Enhanced Basic Education Act
of 2013 (RA 10533) that clearly specified the
curriculum to be learner-centered,
developmentally appropriate and inclusive as
well as promotes the use of pedagogical
approaches such as constructivist, inquiry-
based, reflective, collaborative and
integrative.

The K-10
Instructional
Design
Framework

The Center
and/or the
CORE of
Education
LEARNER

The Four Key Aspects of Instructional Design
1. Context
2. Connection
3. Collaboration
4. Creativity

Context is the background
or setting of something that
affects how learners
comprehend information
and helps them better
appreciate the importance
of what is being taught.

Connection is a vital
consideration in instruction
believing that our interest is
in the development of
understanding and
transferable knowledge in
complex domains.

Collaboration is a process
by which learners cooperate
with one another to
accomplish a common
objective. It occurs when
learners are given the
opportunity to
contribute/participate.

Creativity. It allows learners
to use their imagination and
critical thinking skills to
create meaningful forms of
what they have learned.

1. Inclusive
2. Ideational
3. Integrative
4. Innovative
The Four Instructional Principles

Inclusive focuses on
designing learning
experiences that are
accessible and
meaningful for the
learner, regardless of
their backgrounds or
abilities.

Ideational involves
generating ideas or
concepts that can be
used to describe a
thought process or
mental framework and
is focused on
techniques.

Integrative refers to
something that
combines or brings
together different
elements or aspects
into a unified whole.

Innovative involves
exploring new and
creative ways to design
and deliver instruction. It
includes the use of
emerging technologies,
and varied teaching
methods and innovative
assessments.

1. Engage
2. Explore
3. Experiences
4. Empathize
The Four Instructional Facets/Events

Engage focuses on
capturing the learner’s
attention and generating
interest in the learning
process. This includes a
variety of strategies and
techniques so that learners
take an active role in the
learning process.

Explore refers to an
opportunity to discover
new concepts and ideas.
Experience refers to an
event in the teaching and
learning that will allow
learners to apply the KSA
in the daily life.

Experience allows learners
the opportunities to apply
the knowledge, skills,
abilities, and attitudes in a
real-world context.

Empathize enables
learners to understand
and connect with the
materials they are
learning.

The K-10
Instructional
Design
Framework

The K to 12 Pedagogical Approaches
The K to 10 Revised Curriculum shall
continue to utilize pedagogical
approaches that are constructivist,
inquiry-based, reflective,
collaborative, and integrative as
stipulated in RA 10533 and reiterated in
DepEd Order No. 21, s. 2019.

Experience
Suggested Pedagogical Approaches
Learning Area Pedagogical Approaches
Filipino
Suggestopedia, Systematic Phonics
Structured Instruction, Audio-lingual
Instruction, Total Physical Response,
Explicit Teaching, Literacy, Task-Based
Instruction, Interactive Learning,
Communicative-Language Teaching,
Text-Based Instruction, and Whole
Language Approach Differentiated
Instruction and Cooperative Learning

Experience
English
Suggestopedia, Systematic Phonics
Instruction Structured, Audio-lingual
Instruction, Explicit Teaching, Literacy,
Differentiated Instruction, Task-Based
Instruction, Interactive Learning, Cooperative
Learning, Communicative-Language Learning,
Communicative-Language Teaching, Text-
Based Instruction, and Whole Language
Approach

Experience
Good Manners and
Right Conduct
(GMRC) and Values
Education
Experiential Learning, Ethical Decision
Making, Role Play, Dramatization,
Simulation, Situational Analysis, Reflective
Approach, Social and Emotional Learning,
Values Clarification, Value Analysis, Moral
Development

Experience
Mathematics
Discovery Learning, Experiential and
Situated Learning, Cooperative Learning,
Problem-Based Learning, Differentiated
Learning

Experience
Science
Discovery Learning, Differentiated
Instruction, Problem-Based Learning,
Science-Technology-Society Approach,
Interdisciplinary Approach

Experience
Araling
Panlipunan
Thematic-Chronological Approach,
Conceptual Learning, Research-Based
Approach, Interdisciplinary Approach

Experience
EPP/TLE
Authentic Learning, Experiential Learning,
Problem-Based Learning, Project-Based
Learning, Contextual Learning,
Differentiated Instruction, Explicit
Instruction

Experience
MAPEH
Music and Arts Education: Culture-Based
Approach, Project-Based, Visual Culture,
Physical Education and Health: Culture
Responsive, Epidemiological Learning,
Health and Life-Skills Based, Holistic
Learning, Preventive, Rights-Based,
Standards and Outcomes-Based,
Values-Based Approach

Experience
Makabansa
Transdisciplinary Approach, Culture-
Based Approach, Project-Based Learning,
Problem-Based Learning

Instructional Design
Framework (IDF)
● An instructional
framework is a flexible,
adaptable structure
that ensures effective
teaching and learning,
allowing teachers to
use their creativity
confidently.
54

Experience
The Four
Instructional
Principles (4Is)
The Four Key
Aspects of
Instructional
Design (4Cs)
The Four
Essential Facets
of Learning
(4Es)
• Inclusive
• Ideational
• Integrative
• Innovative
• Context
• Connection
• Collaboration
• Creativity
• Engage
• Explore
• Experience
• Empathize

“All human behavior is mediated by the brain
and the central nervous system. The
process of learning is one of the most
important activities of the brain.”
Houde, Rossi, Lubin, & Joliot, 2010

What is Science of Learning?
Science of Learning is not an ideology, a philosophy, or a
program of instruction.
Science of Learning was developed by member deans for
Impact in close collaboration with Dan Willingham, a
cognitive scientist at the University of Virginia, and Paul
Bruno, a former middle-school science teacher.
The Science of Learning summarizes the existing research
from cognitive science related to how students learn and
connects this research to its practical implications for
teaching and learning.

Cognitive Principles
Cognitive Principles Implication to Teaching and Learning
1. Learners learn new ideas by reference to
ideas they already know.
A well-sequenced curriculum is important
to ensure that students have the prior
knowledge they need to master new ideas.
Teachers use analogies because they map
a new idea onto one that students already
know. But analogies are effective only if
teachers elaborate on them, and direct
student attention to the crucial similarities
between existing knowledge and what is to
be learned.
This is where the integration of the
Instructional Framework in the Science of
learning happens.

2. Information is often withdrawn
from memory just as it went in.
Teachers can assign learners tasks that require
explanation (e.g., answering questions about how
or why something happened) or that require
learners to meaningfully organize material.
These tasks focus the learner’s attention on the
meaning of course content.
Teachers can help learners learn to impose
meaning on hard-to-remember content. Stories
and mnemonics are particularly effective at
helping students do this.
This is where Engage and Experience are applied
from the IDF particularly the facets or events in the
teaching and learning process.

3. Each subject area has some set
of facts that, if committed to long-
term memory, aids problem-solving
by freeing working memory
resources and illuminating contexts
in which existing knowledge and
skills can be applied.
Teachers need to teach different sets of facts at
different ages. For example, the most obvious
(and most thoroughly studied) sets of facts are
math facts and letter-sound pairings in early
elementary grades.
For math, memory is much more reliable than
calculation. Math facts (e.g., 8 x 6 = ?) are
embedded in other topics (e.g., long division). A
child who stops to calculate may make an error or
lose track of the larger problem. The advantages
of learning to read by phonics are well-
established.
This recognizes the importance of the 4I’s in the
IDF principles.

4. The transfer of knowledge or skills to a
novel problem requires both knowledge of
the problem’s context and a deep
understanding of the problem’s underlying
structure.
Metacognition – thinking beyond thinking
Teachers can ensure that students have
sufficient background knowledge to
appreciate the context of a problem.
The product of deliberate practice is that
concepts are built in their long-term
memory so that this will serve as learners’
reference once they encounter novel
concepts and develop new skills.
The power of seven (7) and the need for
chunking as this is how our brain works.
This is applying integrative, innovative, and
even ideational principles as discussed in
the IDF.

5. Beliefs about intelligence
are important predictors of
student behavior in school.
Teachers should know that learners are more motivated
if they believe that intelligence and ability can be
improved through hard work.
Teachers can contribute to learners’ beliefs about their
ability to improve their intelligence by praising productive
learner’s efforts and strategies (and other processes
under the learner’s control) rather than their ability.
Teachers can prompt students to feel more in control of
their learning by encouraging them to set learning goals
(i.e., goals for improvement) rather than performance
goals (i.e., goals for competence or approval).
Allow learners to make mistakes and errors and learn
from them.

s
Reflection Journal
Directions: Provide your reflections based on the given components.
1. My personal knowledge about the Instructional Design Framework
_______________________________________________________
_______________________________________________________
2. My realization/learning about the Instructional Design Framework
_________________________________________________________
_____________________________________________________
3. My understanding of the science of learning and its implications for teaching.
-------------------------------------------------------------------------
-------------------------------------------------------------------------
4. My plan/s on the application of what I realized in this session as (School Heard,
Supervisor, Teacher) on the importance of the Instructional Design Framework
_______________________________________________________
_______________________________________________________
_______________________________________________________

Directions:
Reflection Journal

s
Clincher
“I never teach my pupils; I
only attempt to provide the
conditions in which they
can learn.”
Albert Einstein

References
67
https://learningfocused.com/instructional-framework-101/

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
BLD
Rosalina J. Villaneza, PhD
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
68

SD_Instructional-Design-Frameworkzz.pptx

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