2023-2024 BEED-3 Instructional Planning for Mother Tongue - PDF

Republic of the Philippines ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY Bangued Campus COLLEGE OF TEACHER EDUCATION AY: 2023-2024 Presenters: BALICO, Jennielyn G....

Republic of the Philippines ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY Bangued Campus COLLEGE OF TEACHER EDUCATION AY: 2023-2024 Presenters: BALICO, Jennielyn G. Course & Year: BEED -3 BARBON, Daniela Marie BAUTISTA, Mary Joy UNIT II: INSTRUCTIONAL PLANNING FOR THE MOTHER TONGUE LESSON 1: COMPONENTS OF INSTRUCTIONAL PLANNING UNIT II: INSTRUCTIONAL PLANNING FOR THE MOTHER TONGUE Planning instruction is a complex process requiring knowledge of planning components such as what to teach, how to teach, and how well the students should know the content after the lesson (Hunt et al., 1999). Planning also involves consideration of any influences (physical, emotional, psychological, social, and technological) that may affect student learning. Effective instruction does not only entail coming to class and delivering a lesson; it entails helping students progress from one place to another in their understanding and ability to do certain things (Teach for America, 2010). Through formulating effective plans, constantly monitoring student progress, engaging in critical thought and reflection, and adjusting their plans to be most effective, teachers move their students’ content and performance mastery to the next level. This unit aims to sharpen your knowledge and skills necessary to engage in this process of instructional planning. LESSON 1: COMPONENTS OF INSTRUCTIONAL PLANNING Lesson Objectives: At the end of the lesson, students are expected to: Describe to a seatmate one’s typical instructional planning process; Select and rank according to importance guide questions to consider in planning instruction; Identify events that must be included in an instruction plan; and Characterize effective instructional plan. Instructional Materials Needed: self-composed instructional plans and other samples of instructional plans from colleagues and friend (You may use the sample lesson plan collected in Unit 1, Lesson 4.) Learning Activities: I. ACTIVE How do you plan for instruction? Describe to your seatmate the process you do. If possible, show instructional plans you have previously made. It is possible that you have several questions to consider when planning for your daily classroom teaching. Which among the questions on the succeeding page will most likely guide you? Put a check (/) before all questions that apply. Then, rank the questions from your highest (1) to least (11) priority. Questions Rank A What should your students know, understand, or be able to do? B How will your student demonstrate their mastery? C How will you instruct your students so they can reach that level of mastery? D What learning materials will you utilize? E What method will you use to assess? F What learning activities will enable the students to acquire target knowledge, and develop target skills and competencies? G How much time will each activity require? H What are the interests and learning preferences of the students? I What are the criteria for success? How well should the students know the content after instructions? J How will the student outputs be graded? K What do students already know about the topic?  Compare your answer to your seatmate’s answer. How similar or different are your answers? Explain your ranking. Why are some questions more important than the others? Prepare to share your answers to the class. II. ANALYZE Listed on the table below are questions we consider when planning for instruction. Each question pertains to elements of classroom instruction (e.g., teacher, students, learning resources, time, assessment, etc.) that must be prepared before an instruction happens. Identify the classroom instruction element each question refers to. The first item is done for you. Classroom Questions Instruction Element A What should your students know, understand, or be Academic plan or able to do? curriculum B How will your student demonstrate their mastery? C How will you instruct your students so they can reach that level of mastery? D What learning materials will you utilize? E What method will you use to assess? F What learning activities will enable the students to acquire target knowledge, and develop target skills and competencies? G How much time will each activity require? H What are the interests and learning preferences of the students? I What are the criteria for success? How well should the students know the content after instructions? J How will the student outputs be graded? K What do students already know about the topic? Write in column A the components of an instructional plan. Then, in column B, illustrate in a diagram or graphic organizer the relationship among these components. Components of an Instructional Plan Diagram III. ABSTRACT Robert Gagne, a renowned educational psychologist, developed Nine Events of instruction which has guided trainers and educators in designing instruction for trainings and classroom- based teaching. Gaining attention (reception) Informing learners of the object (expectancy) Stimulating recall of prior learning (retrieval) Presenting the stimulus (selective perception) Providing learning guidance (semantic encoding) Eliciting performance (responding) Providing feedback (reinforcement) Assessing performance (retrieval) Enchanting retention and transfer (generalization) The nine events of instruction can be divided into three segments. Preparation Instruction and Assessment and Practice Transfer Gaining attention Presenting the Assessing Information stimulus performance learners of the Providing learning Enhancing objective guidance retention and Stimulating recall Eliciting performance transfer of prior learning Providing feedback In small groups, discuss answers to the following questions: 1. Which of the nine events do you include in your instructional planning? 2. Which of the nine events do you include in your planning of Mother Tongue- Based Instruction? 3. What do you consider in choosing these priorities? 4. Which is the most important and why? Compare Gagne’s Instructional model with Murthy and Ram’s (2015) Integrative Approach to English Language Teaching in L2. Murthy and Ram’s (2015) Integrative Approach to English Language Teaching in L2 1. Activating prior knowledge 2. The Teaching-Learning Cycle a. Building knowledge of the field (vocabulary building, sharing prior experiences, practicing grammatical patterns, meaning- making, and communication activities) b. Modeling the genre under focus c. Joint construction of the genre (oral to written form) d. Independent construction of the genre 3. Evaluation of learners  In what ways are they similar? In what ways are they different? IV. APPLY 1. For each event in Gagne’s list, come up with tips and guidelines for the teachers. Read relevant print and online sources. Example: Techniques for gaining learner’s attention: Stimulate learner’s attention with novelty or surprise Pose thought-provoking questions Present an intriguing problem Present meaningful and relevant challenges Events of Instruction Tips and Guidelines for Teachers Gaining attention Informing learners of the objective Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer 2. Gather examples of instructional plans from friends and colleagues. Examine the presence of any of the nine events of instruction proposed by Gagne. Did you find any new element? Identify and discuss. Instructional Plan Events of Instruction Remarks Samples 1 2 3 4 5 3. What makes an instruction effective? Develop a rubric for an effective instructional plan. Write your criteria on the blanks provided on the left side. Exceeds the Meets the Developing Beginning Standard Standard 4 3 2 1 Lesson Synthesis: 1. What new insights did you learn from this lesson? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. What is the importance of instructional planning? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. What is the importance of planning for Mother Tongue instruction? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________