ROANN CASTOR

AXIL ROSE COSARES

GINA DIOTECIO
WILBEN G. DUHAYLUNGSOD
GIRLIE JOY FUENTEVILLA
GAINELYN FORTEZ
CALVIN HOLLERO
MICHELLE D. JANIOLA
JAYDAN MARCH C. PANIS

CHAPTER 7:
MANAGEMENT OF
INSTRUCTIONS
By : Michelle D. Janiola

LESSON PLAN
PREPARATION

= is a systematic process that involves pre-planning,

active planning, review planning, and closure planning

PHASES IN LESSON PLANNING

1. Pre- Planning phase
2. Active Planning phase
3. Review Planning Phase
4. Closure Planning Phase

FIGURES SHOWS THE LESSON

PLAN PROCESS
PPREPlanning
phase

Gathering
data to
create a
mental
plan or
image of
the
teaching
learning
process

Active
Planning
phase

Review
planning
phase

Closure
Planning
phase

Writing
the lesson
plan

Fine
tuning
the
lesson

Preidentificati
on of
criteria for
evaluation

LEVELS OF GENERALITY AND

SPECIFICITY OF GOALS
Level 1- Goals are broad and philosophical
in nature
Level 2- Goals are more specific than
Level 1 goals
Level 3- Goals that are behaviorally stated
specific to the classroom level and are
stated in terms of behavioral outcomes

SOURCES OF LEARNING OBJECTIVES

Constitutional Aims
Institutional Aims
Curriculum Goals
Course / Subject Goals
Unit Objectives
Lesson Objectives

OBJECTIVES SPECIFICATION
By : GINA DIOTECIO

Learning is seen through

the concepts of three
domains:

1. Cognitive
-these are objectives that deal
with the recall or recognition of
knowledge and the
development of intellectual
abilities and skills.

EXAMPLES:
Knowledge level
Comprehension level
Application level
Analysis level
Synthesis level
Evaluation level

2. Affective
- those that deal with the
development of attributes like
genuine interest, desirable
attitudes ,values and
commitment as expected
learning outcomes.

They are categorized as

follows:

Receiving
*Responding
*Valuing
*Organizing
*Characterizing

3. Psychomotor
- Objectives that deal with
physical and kinesthetic skills .
This domain is characterized by
progressive levels of behaviors
from observation to mastery of a
physical skill.

EXAMPLES:
* Perception
* Set
* Guided response
* Mechanism
* Complex overt response
* Adaptation
* Origination

The characteristics of SMART goals:

1. Specific
-this means the goal is clear , they
must tell a team exactly what is
expected , why is it important, who
is involved, where is it going to
happen and which attributes are
important.

2.Measurable
-stresses the need for
concrete standard criteria for
measuring progress toward
the attainment of the goal.

A measurable goal will usually

answer questions, such as:
* How much? *How many?
* How will I know when it is
accomplished?

 3. Attainable
it points out the importance of goals
that are realistic.
4. Relevant
stresses the importance of choosing
goals that matter
-a goal that supports or is in alignment
with other goals would be considered a
relevant goal.

 A relevant goal can answer yes to

these questions:
-Does this seem worthwhile?
-Is this the right time?
_Does this match our other
effort/needs?
-Are you the right person?

 5. Time-bound
-stresses the importance of formulating
goals within a time frame, giving them
a target date.
A time-bound goal will usually answer
the questions:
-When?
-What can I do six months from now?
-What can I do today?

In developing your
objectives the following
should be included:

A. Conditions
B. Behavioral verbs
C. Criteria
1.Learners behavior

2.Observable behavior
3.Measurable behavior
4.Behavioral problems, feelings or attitudes that are
complex

By : AXIL ROSE COSARES

LEARNING ACTIVITIES, INSTRUCTIONAL
MATERIALS AND TOOLS, AND EVALUATION
INSTRUMENTS
A major consideration in the choice of instructional tools
is meeting the needs of a learning situation to ensure
their appropriateness and value.

DETERMINING APPROPRIATE LEARNING ACTIVITIES

Once you have established your broad course objectives and
considered how you will evaluate progress, you need to think
about the learning activities you will employ to enable students to
achieve those objectives.
The learning activities you use in teaching should provide
students with an opportunity to develop the skills they need to
demonstrate their mastery of the material.
In addition to alignment with students knowledge and skills, your
teaching and learning activities should also demonstrate
alignment in terms of course content, course structure, and
instructional approaches (lecture, discussion, demonstration, etc.)

DIFFERENT TYPES OF LEARNING

ACTIVITIES
INTRODUCTORY ACTIVITIES This is usually at the start of the
school year or the start of every new lesson.

It invites people to actively participate. It encourages them to get to

know one another.
It sets the stage for having everyone learn from one another. And, it
helps build connections and community it warms livens up the room.
Activities can come in the form of:
Games
Action songs
Energizers
Anecdote or story telling
Or posing a question to the learners

 DEVELOPMENTAL ACTIVITIES
the most fundamental level, development activities
involves change.
This change must be cumulative and systematic; random
change is not considered to be developmental in nature.

DATA GATHERING ACTIVITIES

Teachers can now use a great number of tools for learning
and which students can engage in. In the hands-on
approach to learning, students are given a free hand in the
selection of tools for data gathering.

 This type of involvement in data gathering provides more opportunity for

meaningful learning as well as independent study.
The tools are what they usually make use of in actual life situations and can be
made readily available for gathering information such as: computers, internet,
video cameras.
ORGANIZING AND SUMMARIZING ACTIVITIES
Teacher draws plan or structures the lesson plan by assigning impromptu
activities.
This will be helpful in measuring the extent of understanding of the experiences
during the activities and it will measure as well if objectives have been met.
This can be done by:
Vocabulary words or drawing an objective or animal related to the lesson proper.
After the activities, students may be asked to summarize, analyze in written
form.

 APPLICATION ACTIVITIES
The intention here is to enable the students to master and improve their performance
and identify the content areas that have to be improved.
CREATIVE AND EXPRESSIVE ACTIVITIES
These activities provide the use of imagination and expression of ones feelings,
thoughts, and ideas about the insights acquired.
Activities of these nature are normally done after the lesson proper and are designed
to find out the amount of new knowledge acquired and how well it can be related to
actual situations.
CONCLUDING ACTIVITIES
usually are activities students engaged in as part of the application of the newly
acquired knowledge.
They may come in the form of wrap up, after which students submit the summary in
outline form.
Teacher may also summarize the important points to be remembered by the learners.

 ASPECTS THAT ARE IMPROVED BY MEANS OF DEVELOPMENTAL ACTIVITIES

LANGUAGE DEVELOPMENT:
Verbalization
Listening
Following directions
Vocabulary building
Creating own stories

SOCIAL DEVELOPMENT:
Role play, drama, music and movement
Cooperation understanding others
Courage problem solving
Communication with others
Conveying ideas develop imaginations

PERSONAL DEVELOPMENT:
Feelings
Emotions
Body awareness
Cooking
Public safety
SENSORY DEVELOPMENT:
Visual memory
Creative expression
Smelling
Tasting
Games

COGNITIVE
DEVELOPMENT
Math
Science
Computer
Number concepts
Measurement
GROSS MOTOR
DEVELOPMENT:
Muscle development

Different Approaches and methods

By : GAINELYN FORTEZ

Different Approaches and

methods
Teaching approach- this refers to ones own personal philosophy of
teaching; his understanding of the nature of education; and the roles
of the teacher, the student, the administration, and the parents.
Teaching method- this is an organized, orderly, or systematic, wellplanned procedure.
Deductive approach- a deductive approach to instruction is more
teacher-centered approach.
Demonstration method-this is applicable to any number of subjects,
including writing, art, and even sports.

The Approaches and Methods under the Direct/ Expositive Instruction

Direct Instruction- the teacher provides information, facts, rules, action sequences, and uses
three of blooms taxonomy :( knowledge, comprehension, application).
Expository Instruction- this is a teaching strategy where the teacher presents the students with
the subject matter with accompanying rules and examples for illustration.

Steps in Expository Instruction

Approach- the teacher establishes the correct mindset of students.

Presentation- the teacher applies effective devices to make the explanation clear and
understandable.
Application- the teacher tries to find out how well the lesson is absorbed by the students.

Steps in Deductive Method

Introduction
Statement of a general idea
Illustration
Evaluation

Steps in the Demonstration Method

Purposing
Planning
Demonstration proper
Executing
Evaluating

Guided/ Exploratory Approach

1.Process-oriented method- a Process-Oriented Guided Inquiry Learning

(POGIL) classroom or lab consist of any number of students working in small
groups using designed guided inquiry materials.
2. Cognitive-oriented methods-this method emphasizes the development of
thinking skills, which is also referred to as thinking operations.
.According to Rieber (1996), All exploratory learning approaches are based
on the following four principles:
1.Learners can and should take control of their own learning.
2.Knowledge is rich and multidimensional.
3.Learners approach the learning task in varied ways.
4.It is possible for learning to feel natural and uncoaxed, that is, it does not
have to be forced or contrived.

Different Kinds of Tools for Exploratory Learning

Process-oriented methods
Inductive method(bilash 2011)
Inquiry method(University of Saskatchewan-College of
Education n.d)
Laboratory(Villanueva 2013)
Problem solving(Teacher Vision n.d)
Project method
Cognitive-oriented method
Structure-oriented methodologies

 Steps in Inductive Method

a)Preparation
b)Presentation
c)Comparison and abstraction
d)Generalization
e)Application
)Steps in Laboratory Method
a)Orientation and motivation
b)Work period
c)Culminating activities
)Laboratory method may be:
a)Experimental
b)observational