Instructional Planning Essentials

Questions and Answers

What do teachers need to know in order to effectively prepare their lesson?

The classroom environment

The students' abilities

The teaching materials

What they will teach (correct)

What type of knowledge involves knowing about something and is in the form of facts, concepts, and generalizations?

Declarative knowledge (correct)

Procedural knowledge

Reflective practices

21st century skills

What is an objective in the context of planning instruction?

A general statement of a learning outcome

A specific statement of a learning outcome (correct)

A teaching strategy

A learning activity

Why is it important to consider different factors in planning for effective instruction?

Because one approach may work in one class but not in another Signup and view all the answers

Why should teachers prioritize developing high levels of procedural knowledge in students?

To produce learners equipped with 21st century skills Signup and view all the answers

What is the primary purpose of taking into account the objectives of a lesson?

To evaluate the effectiveness of instruction Signup and view all the answers

What is the relationship between learning competencies and content and performance standards?

Learning competencies are consistent with content and performance standards Signup and view all the answers

According to Bloom's Taxonomy of the Cognitive Domain, what is the hierarchical ordering of intellectual skills?

From basic recall of facts to high-level processing Signup and view all the answers

What is a major criticism of Social Studies education in the Philippines?

Its emphasis on factual recall and rote memorization Signup and view all the answers

Why is a positive classroom environment important in instructional planning?

Students learn more in a welcoming and stimulating environment Signup and view all the answers

Study Notes

Instructional Planning

Instructional planning involves considering 6 crucial elements: content, objectives, classroom environment, materials, students, and teacher.
These elements are vital in planning effective instruction, and teachers need to take them into account to formulate a successful plan for learning.

Content

Teachers need to know what to teach to prepare their lesson effectively.
There are two types of knowledge: declarative and procedural.
Declarative knowledge entails knowing about something (e.g., facts, concepts, generalizations).
Procedural knowledge entails knowing how to do something (e.g., skills).
Emphasis should be on developing high levels of procedural knowledge in students to equip them with 21st-century skills.

Objectives

An objective is a specific statement of a learning outcome, describing what students should do and how to assess their learning.
Objectives are vital in assessing student learning and evaluating instruction effectiveness.
The K to 12 Curriculum Guide expresses learning outcomes through standards and competencies.
Standards are general outcome statements that can be achieved in weeks, quarters, or years.
Competencies are specific and can be achieved in a shorter period, such as a day or week.
Benjamin Bloom's Taxonomy of the Cognitive Domain is a reference for formulating instructional objectives, which presents a hierarchical ordering of intellectual skills.
Teachers should focus on developing students' higher-order thinking skills, represented by the upper 3 categories in Bloom's Taxonomy.

Classroom Environment

A positive classroom environment is crucial for student learning.
Teachers should create a welcoming and stimulating classroom where students feel regarded, represented, and excited to learn.
They should foster a classroom environment that promotes learning and encourages students to engage actively.

Description

Learn about the crucial elements to consider when planning a successful unit or lesson, including content, objectives, classroom environment, materials, students, and teacher. Effective instructional planning requires careful consideration of these key factors.