Session_Instructional Design Framework.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
LEARNE
R

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

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/

Session_Instructional Design Framework.pptx

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