Republic of the Philippines

Eastern Visayas State University

Burauen Campus
Burauen, Leyte

LEARNING MODULE IN

SEMINARS ON PROBLEMS MET DURING

PRACTICE TEACHING
For Instruction Only

EDNA P. MODINA, LPT, PhD.

Module 2: Planning for Instruction

Learning Outcomes: What Do I Need to Know
At the end of this module, the students should be able to:
1. Understand the concept of Planning
2. Describes the categories and levels of the objectives of the learning domains by citing examples.
3. Explain the significance of the elements of instructional materials.
4. Explain the importance of lesson Planning.

Synopsis:
Effective teaching does not just happen. It is the product of thoughtful planning for each phase of
instruction. Planning instruction for a teacher usually refers to discussion mode about organizing,
implementing, and evaluating before, during and after instruction. Usually, instructional planning is
close to general to specific, from course planning to weekly planning and finally to daily lesson
planning.

What Do I Need to Know?

I: Planning for Instructional

Good teaching is the result of a well-planned lessons. Using this is a guideline, teachers are
enjoined to engage in planning lessons to enhance instruction. Planning instruction enables teachers
to identify where they are going given a certain lesson. Likewise, in planning, they can foresee the
expected consequences of instruction. Good teaching requires planning which should be done
regularly in all phases of educative activities for the student’s sake. Teachers should bear in mind
that planning, is done through the desire and commitment to improve instruction, particularly in the
classroom.
II: Rationale for Instruction Planning
Planning instruction is vital to teaching. In Planning, teachers consider the school curriculum and
its corresponding learning competencies where content of instruction is drawn the logical sequencing
of content, the instructional objectives, the organization of the knowledge content, the use of variety,
of teaching strategies, and the use of appropriate assessment and evaluation.

Teacher Planning:
1. Provides a sense of direction and through this, a feeling of confidence and security;
2. Organizes sequence and becomes familiar with course contents;
3. Collects and prepares related instructional materials, and plans to use various types of
instructional media;
4. Uses a variety of instructional strategies and activities overtime;
5. Prepares to interact with students during instruction;
6. Incorporates techniques to motivate students to learn each lesson;
7. Takes into account individual differences and the diversity of students when selecting objectives,
content, strategies, materials, and requirements;
8. Arranges for appropriate requirements and evaluation of student’s performance;
9. Becomes a reflective decision maker about curriculum and instructions;
10. Provides substitute teachers and members of a teaching team with a specific plan to follow if one
is absent;
11. Shows other member of a teaching what the teachers doing and how they are doing it.
12. Satisfies the administrative requirements. Teachers are after required to turn in their weekly
plans for review by their principal, and;
13. Uses written plans as resources for planning.

Other reasons for planning instructions according to Richard Kellough (2003) are;
1. To ensure the curriculum coherence, this is, to ensure that what is supposed to be taught is, in
fact, taught;
2. To assure that the curriculum is developmentally appropriate to student’s experiential
background.
3. To ensure efficient and effective teaching with a minimum of classroom-control problems.
4. To ensure program continuation

III. Planning and the Instructional Cycle

PLANNING PROIR TO
ASSESSING INSTRUCTING
INSTRUCTION
 Teacher Planning, which is a part of an overall instructional cycle, is a multifaceted and
ongoing process that covers almost everything that teachers do. It is not just the lesson plans that the
teachers create for the next day, but also the in-flight adjustments they make as they teach since the
planning is done after instruction as a result of assessment (Arends, 2004).
Teacher Planning for a given lesson is cyclical, it follows a learning continuum that
provides direction on all teaching-learning tasks in the classroom. This refers to be overall
instructional cycle.

IV. Three Phases of Teacher Planning Model

BEFORE INSTRUCTION DURING INSTRUCTION AFTER INSTRUCTION
Choosing content Presenting Checking for understanding

Choosing approach Questioning Providing feedbacks

Allocating time and space Assisting Praising and criticizing

Determining structures Providing for practice Testing

Determining motivations Making transitions Grading

Managing and disciplining Reporting

V. Instructional Planning Process Model

Lasley II, Matczynski, and Rowley (2002) point out that the determination of an instructional
purpose is the initial step in the instructional planning process. This is reflected in the Instructional
Planning Process Model below;

Identify Identify
Identify Identify Teacher
Student Assessment
Student Instructional
Performance Procedures of
Instructional Strategies,
Objectives Student
Goals Models, and
Materials Performance
VI. Benefits of Instructional Planning
Education over years have expressed the instructional planning ensure successful teaching and
learning. Listed below are their statements about instructional planning.
1. Instructional Planning Initiated by teachers can give to students and teachers a sense of direction
and can help students become aware of the goals implicit in the learning tasks they are asked to
perform.
2. Instructional planning provides direction for instructional process.
3. Instructional planning increases the likelihood that students will be interested.
4. The intent of instructional planning creates, arrange and organize instructional events to enables
learning to occur.
5. The intent of instructional planning is to determine what students need to accomplish.
6. Instructional planning helps students and teachers make decisions particularly in arranging,
implementing, and evaluating with the end in view of ensuring student learning.

VII. Educational Aims, Goals, And Industrial Objectives

Educational Aims, Goals, And Industrial Objectives are three different terms that have a
relevance in planning instruction.
Educational Aims, Goals, And Industrial Objectives

AIMS The most general educational objectives

GOALS The objectives of school curricula and courses

INSTRUCTIONAL OBJECTIVES The objectives of units and lessons

 Instructional Intent
The forms of instructional intent are usually considered in planning instruction.
1. Broad instructional Intent
2. Specific Instructional Intent
The terms Educational Aims, Goals, And General Objectives are often used to be done broad
instructional intent. These are the broad goals of instruction. On the other hand, the terms
performance objectives, behavioral objectives, and instructional objective are often used to denote
specific instructional intent.
 Educational Goals
Educational Goals contain the rationale of a learning area/ subject or course for a semester or
academic year. These are general statement of intent that are prepared during the
conceptualization of a course on yearly planning.
 Instructional Objectives
Instructional objective may be called educational objectives or learning objectives. The functions
of learning objectives are reflected in the following statements of a various renowned educators.

1. Instructional Objectives are statements about specific students behaviors that must be in
some observable and unreasonable way.
2. Instructional Objectives are used to describe the Teacher’s Intention for Student’s growth
and change. These objectives help teachers and students know where they are going and
when they have arrived at their destination (Arends, 2004).
3. Instructional objectives are statements describing what the students will be able to do
upon completion of the planned learning experiences.
4. Instructional Objectives are statements of measurable learning that are intended to take
place as a result of instruction (Gunter, 2003).
5. Instructional Objectives serves to focus attention on important matters and thereby
contribute to student achievement, keep to improve communication about tasks by
translating general goals into more specific planning and testing for mastery.
6. Instructional Objectives or Learning Outcomes statements of the concepts, attitudes or
skills that students are expected to accomplish by the end of some period of instruction.
Simply put, instructional objectives are short-term, specific descriptions of what teachers are
expected to teach and what students are expected to learn. These are basically intended to be use
as an organizational framework for selecting and sequencing learning experiences, and allow
teachers to assess and chart group or individual progress.
 Significance of Instructional Objectives
Presented below are the brief perceptions of educators with regard to the significance of
instructional objectives in planning instructions.
1. Instructional Objectives establish the framework for instruction and compel teachers to
provide the environment and sequence of activities that will allow students to reach the
stated intent.
2. Instructional helps facilitate the identification of what is expected of students at the
conclusion of the study; serves as the basis for organizing instructional activities and
materials;
3. Instructional Objectives to focus attention on important matters and thereby contribute to
student achievement; help to improve communication about tasks by translating general
goals into more specific concerns;

 Educational Goals Versus Instructional Objectives

Educational Goals are also referred to as a general objective when planning a course as a
unit of study. These are broad statements used to describe the purposes of the lesson.

Instructional Objectives, on the other hand, specify what learners should be able to do.
These are specific statements describing an intended result of instruction.
Example:
EDUCATIONAL GOALS INSTRUCTIONAL OBJECTIVES
1. To acquire Knowledge about the 2. With the use of a Philippine map, the
geography of the Philippines students will be able to locate the
seventeen regions in the country
within three minutes.
3. To develop an appreciation for 4. During a music lesson, the students
Philippine music will able to sing Philippine music with
the accompaniment of a guitar or
piano.
VIII. Categories of Instructional Objectives
Educators today are guide by three categories of domains in planning instruction. These
are the objectives in the cognitive, affective, and psychomotor domains.

1. Cognitive Domain
Cognitive domain deals with academic information and knowledge. The focus is upon
what students will accomplish intellectually by recalling facts, concepts, and generalizations;
applying information and concepts; synthesizing various concepts and generalizations.

Bloom’s Taxonomy of cognitive domain (1984) has six levels; knowledge,

comprehension, application, analysis, synthesis, and evaluation.

A. Knowledge Level- refers to the acquisition of knowledge or the recall of facts, concepts,
and generalizations from an academic discipline.
Action verbs:
Recall Select List Choose
Recite State Locate Cite
Relate Describe Label Match
Recognize Define Name Memorize
Reproduce Draw Arrange Outline
Repeat Duplicate Order Complete
B. Comprehension Level- the ability to translate or to interpret Knowledge as well as make
simple interpretation.
Action verbs:
Classify Distinguish Explain Infer
Compare Display translate estimate
Convert review restate expound
Compute retell rewrite extend
Discuss predict express match
Defend transform review report

C. Application Level- taking information that has been studied and understood at the
previous levels and applying concepts or generalization to new situations.
Apply Solve modify develop
Act out simulate measure separate
Discover perform collect produce
 Manipulate prepare participate draw
Demonstrate dramatize exhibit intersect

D. Analysis Level- the breaking down of complex materials into component parts to
facilitate explanation
Action verbs:
Explore differentiate question appraise
Mix formulate devise generalize
Examine experiment contrast identifies
Analyze separate organize subdivide
Arrange relate breakdown research
Verify deduct inquire check out
Divide debate take apart originate

E. Synthesis Level- related to putting parts together in a new form; creating new ideas.
Action verbs;
Combine organize document incorporate
Mix formulate devise generalize
Collect produce rearrange relate
Compose plan synthesize reconstruct
Create assemble predict hypothesize
Design write revise develop

F. Evaluation Level- judging the value of materials or ideas; using decision- making skills
Action verbs:
Judge argue consider validate
Defend assess rate support
Score conclude select choose
Demonstrate predict recommended revise
Criticize justify standardize rank
Value compare prioritize discriminate
2. Affective Domain- in Bloom’s Taxonomy the objectives in this level deal with the attitudinal,
emotional, and valuing goals of learners.
A. Receiving Level- being aware and of and willing to attend freely to stimuli and messages
in the environment.
Action verbs:
Give share notice to take in
Hold listen attend to be aware
Use look identify point out
Name ask recall locate
Describe select reply point to
 B. Responding Level- requires active participation of learners and positive response to he
information by actively engaging in it.
Action verbs:
Comply obey participate volunteer
Answer applaud approve assist
Help label greet discuss
Command play follow perform
Practice react reply recite
Present read tell write
C. Valuing Level- displaying behaviors that are appropriate and considerate with values,
beliefs, and attitudes
Action verbs:
Argue debate display prefer
Regard assist esteem express
Insist explain describe initiate
Arm accept read share
Complete justify desire study
Follow invite join report

D. Organizing Levels- concerned with synthesizing different values, resolving conflicts

between values, and constructing an internally congruent value system.
Action verbs:

Select compare reason alter

Formulate arrange balance decide
Combine defend modify hypothesis
Define assert synthesize discuss
Explain relate demonstrate propose

E. Characterizing Level- behaving in ways consistent with espoused values

Action verbs:

Defend display determine re-examine

Persist insist resist internalize
Personalize verify influence demonstrate
Act complete listen discrimination
Modify perform practice propose\
Solve serve revise qualify

3. Psychomotor Domain- Harron and Moore likewise developed their version of the hierarchy of
the objectives in the psychomotor domain which emphasized, among others.
Development of motor skills in four levels: moving, manipulating, communicating, and creating.
 a. Moving- involves gross motor narrow coordination
Adjust group obtain walk
Carry clean jump locate

b. Manipulating- involves motor coordination

Assemble build calibrate connect
Play thread turn construct

c. Communicating- involves the communication of ideas and feelings

Analyze ask describe draw
Explain write relate interact

d. Creating- represent student’s coordination of thinking, learning, and behaving in all

three domains.
create design invent

Elements of Instructional Intents

Instructional intents have four (4) elements
1. Terminal behavior or performance
2. Product
3. Condition
4. Criteria of acceptable performance

1. Performance- refers to the specification of what students are expected to do after

receiving instruction.
2. Product- specifies what is be and the results of student’s performance.
3. Condition- establishes the conditions under which the learner is to perform the
prescribed.
4. Criterion- dictates the level of acceptable student performance

The Lesson Plan

A lesson plan is a very important tool for a teacher. It is a guide which includes the aims and
objectives, subject matter, materials and devices to be used, time frame, anticipated problems
and procedures, e.g. motivation, teaching strategies and techniques and evaluation for achieving
the desired results.
The lesson plan is set forth the proposed instructional activities for the day. It is a step-by-step
approach to learning. It gives a feeling of security specially to the new beginning teacher who
usually feels nervous and tense. A well-prepared lesson plan gives a measure of self-confidence
and minimizes feelings of anxiety and inadequacy.
Lesson Plan Defined
According to Nelson Bossing, a lesson plan is “a statement of achievement to be realized and the
specific means by which these are to be attained as a result of the activities engaged by day by
day under the guidance of the teacher.
The Preparation of Good Lesson Plan- includes the following parts and how the teacher views
and evaluates his plan of action.
I. Objectives:
1. Is my Objective definite? Is it clearly expressed in the best English possible? Is it expressed
in term of specific knowledge, habit, skill or attitude?

II. Subject Matter:

1. Is my subject matter suitable to the needs and different abilities of my pupils/ students?
2. Is my subject matter definite? Is it within the scope of the requirements in the Course of
Study of the students.

III.Procedure:
a. Device:
1. Do I have devices to make ny teaching clear, concrete, and more comprehensive
to my pupils or students?
2. Are my devices properly prepared to help me for many years?
b. Methods:
1. Is my method practical?
2. Are my steps clear and arranged for the pupils or students to see what I aim to
teach?
3. Is the lesson a dull lesson? Review? Development?
4. If my method deals mainly with the teaching of new fact does it follow at least
this steps:
a. Teaching new fact or principle
b. Impressing new fact or principle by examples, illustrations, comparison and
contrast.
c. Generalization of forming the rule of the new fact or principle taught.
d. Testing the pupils or students on the news fact or principle.
IV. Assignments:

1. Do I prepare and give my assignment with care according to educational principle?

2. Does my assignment consider the following salient point?
a. Clear the difficulties of the next lesson?
b. Help the pupils or students how to study
c. Arouse the student’s interest to dig and find out

HOW DO YOU APPLY WHAT YOU HAVE LEARNED?

A. CHECK: Explain and Cite an specific example. Give at least 5 sentences and 5
importance of planning.

1. What is planning for instruction? What is the importance of having this before a
proper teaching instruction?
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2. How is instructional Planning Done? Give at least 5 sentences for these.

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3. What is a good teaching? Base on your idea, as a future teacher.

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4. What are the resources for instructor panning?

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 5. What do educators say about the instructional planning? Give your vies about
this. Write at least 5 sentences.
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6. What are the functions of instructional objectives base on your understanding?
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B. EXTEND
1. Interview a supervisor/principal/ head teacher via phone, ask him/her about the
significance of instructional planning? Write below from the space provided.
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2. Prepare a list of descriptions that will manifest good teaching.

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C. EXPLORE

1. Write five guidelines about planning. Explain each one.

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 2. Give example for each qualities.
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D. WHAT DO I NEED TO REMEMBER?

Good teaching is the result of well-planned lessons. Therefore Planning

instruction is……….. (write below the idea you have).
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E. What insights and learning I gained in this topic?

In order for me to have a good preparation, and good result, I follow the
instructional objectives. Write at least ten (10) sentences for these topic.
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F. What do I need to do?
Write a pledge or commitment to become a successful educator:

As a successful educator: I pledge/commit.

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Signed: _________________________________________

References:
Principles of Teaching and Learning Strategies, p 90-99