Lesson 6

Things to Consider in Planning

Instruction
 Objectives:
• Discuss the different things that should be
considered in planning instruction and
explain their important
• Differentiate declarative and proptural
knowledge and give examples that are found
in the elementary social studies curriculum.
• Write instructional objectives in elementary
social studies that adhere to Bloom's
Taxonomy of the Cognitive Domain
• Incorporate differentiation in planning a
social studies activity
• Reflect on one's technological pedagogical
content knowledge (TPACK)
 Therefore, It is important for
teachers to look into the
different factors that may affect
learning. Six factors will be
discussed in this chapter:
 1. Content
2. Objectives
3. Classroom Environment
4. Materials
5. Students, and
6. Teacher
1. Content
• One of the primary elements that
should be considered in
instructional planning is the
content. Basically, teachers need to
know what they will teach in order
to effectively prepare their lesson.
•In talking about content, it is
important to distinguish
between two types of
knowledge: declarative and
procedural.
 Declarative Knowledge
• Entails knowing about
something.
• Comes in the form of facts,
concepts, and generalizations.
• Knowing "What"
 Procedural knowledge
•knowing how to do
something.
•Is in the form of skills.
•Knowing "How".
• The table shows examples of such
competencies and skills. It is
important to develop these high
levels of procedure. knowledge in
our students to ensure that we will
produce learners equipped with 21
century skills.
 Competence Skills
• Wikagagamit ng mapa at atlos upang
matukoy ang bat ibang lugar
lokasyon at ibang impormasyong
Dunghrograplys
Pagsisiyasat • Nakagagamit ng mga kasangkapang
teknolohikal upang makakitoa
makahanap ng mga sangguniang
Impormasyon

• Nakabobaso ng stotistikal na datos

Pag susuri at • Nokabobosa sa mapanturing
pamamarade upang mounawoon
Interpretasyon ng datos ang historikal no konteksto ng
sanggunian at ang motibo at
pananaw ng may-akda
 Pagsusuri at • Natutukoy ang pagkakaiba ng
interpretasyon ng opinyon at fact
• Pagakauunawa ng papel at epekto
impormasyon ng heograpiya sa pagbabagong
panlipunan of pongkolon

• Nakasasagot ng tanong base sa

angkop at sapat no ebidensya
• Nakagagamit ng teknolohikal na
instrumento sa Bagsasaliksik,
Pagsasaliksik pagsusun ng datos pagsulat ng
sanaysay o popel at paghanda ng
presentasyon ng pananaliksik
 • Nakabubuo ng maikli nguni't malinaw
na introduksyon at konklusyon kapag
nagpapaliwanag
• Nakasusulat ng sanaysay na
Komunikasyon nagpapaliwanag ng isang pangyayari,
isyu o penomeno, gamit ang nararapat
at sapat na impormasyon o ebidensiya
sa angkop na pamamaraan

• Nakapagpapakita ng pantay na
pakikitungo at paggalang sa mga may
ibang pag-iisip kahit hindi ito sumasang-
Pagtupad sa pamantayang ayon sa sariling ideya, posisyon o
pagtingin
pang-etika • Natutukoy ang sangguniang ginamit sa
papel (reaksyon, maikling sanaysay)
bilang pagkilala sa karapatan sa pag-
aaring intelektuwal ng awtor/manlilikha
2. Objectives
• is a specific statement of a learning outcome.
It describes what we want our students to do
and how we will know if they are already
there. Taking into account the objectives of
the lesson is important because these
statements are vital in assessing student
learning and evaluating the effectiveness of
instruction.
• In the K to 12 Curriculum Guide,
statements of learning outcomes are
expressed through standards and
competencies. Standards are more
general outcome statements that can
be achieved in weeks, quarters, year, or
years.
•The table shows examples of
different levels of standards in
the social studies curriculum.
 Naipamamalas ang pag-unawa sa mga
konsepto at isyung pangkasaysayan,
pangheograpiya, pang ekonomiya,
pangkultura, pompamahalaan, pansibiko,
at panlipunan gamit ang mga kasanayang
nalinang sa pag-aaral ng iba't ibang
disiplina at larangan ng araling panlipunan

Core Learning kabilang ang pananaliksik, pagsisiyasat.

mapanuring pag isip, matalinong
pagpapasya, pagkamalikhain,
Area Standard pakikipagkapuwa, likas-kayang paggamit
ng pinagkukunang-yaman,
pakikipagtalastason at pagpapalawak ng
pandaigdigang pananaw upang maging
isang mapanuri, mapagnilay,
mapanagutan, produktibo, makakalikasan,
makabansa at makataa na papanday sa
kinabukasan ng mamamayan ng bansa at
daigdig.
 Naipamamalas ang panimulang
pag-unawa at pagpapahalaga sa
sarili, pamilya, paaralan, at
komunidad, at sa mga batayang
Key Stage Standard konsepto ng pogpopotuloy at
pagbabago, distansiya at
(k-3) direksiyon gamit ang mga
kasanayan tungo sa malalim ng
pag- unawa tungkol sa sarili at
kapaligirang pisikal at sosyo-
kultural, bilang kasapi ng sariling
komunidad at ng mas malawak
na lipunan.
 Naipamamalas ang kamalayan, pag-unawa
at pagpapahalaga sa kasalukuyan at
nakaraan ng kinabibilangang komunidad,
gamit ang konsepto ng pagpapatuloy at
pagbabago, kapangyarihan, pamumuno at
Grade Level Standard pananagutan, pangangailangan at
kagustuhan, pagkakilanlan, mga simpleng
(Grade 2) konseptong heograpikal tulad ng lokasyon
at pinagkukunang-yaman at ng mga saksi ng
kasaysayan tulad ng tradisyong oral at mga
labi ng kasaysayan.
 Naipamamalas ang pag-
unawa sa kahalagahan
Content Standard ng kinabibilangang
(Grade 2, Quarter 1) komunidad.

Malikhaing
nakapagpapahayag/naka
Performance Standard pagsasalarawan ng
(Grade 2, Quarter 1) kahalagahan ng
kinabibilangang
komunidad.
• In formulating instructional objectives,
Bloom's Taxonomy of the Cognitive
Domain is a handy reference. Designed
by Benjamin Bloom and his colleagues,
it presents a hierarchical ordering of
intellectual skills from the basic recall of
facts to high-level processing of
information.
 •The figure shows the
categories and examples of
objectives elementary social
studies.
 CREATING ANALYZING
USE INFORMATION EVALUATING TAKE INFO APART &
TO CREATE CRITICALLY EXAMINE EXPLORE
SOMETHING NEW INFO & MAKE RELATIONSHIPS
Design, Build JUDGEMENTS Judge, Cotegorite,
Construct Plan, Test, Critique, Defend, Examine,
Produce, Devise, Criticize Compare/Contrast,
Invent Organize

APPLYING UNDERSTANDING REMEMBERING

USE INFORMATION UNDERSTANDING & FIND OR REMEMBER
IN A NEW (BUT MAKING SENSE OUT OF INFORMATION List
SIMILAR) SITUATION INFORMATION Find, Home, Identify,
Use, Diagram Make Interpret Summarize, Locote,
a Chart Draw, Apply, Explain, afer Describe, Memorize,
Solve Calculate Paraphrase, Discuss Define
• in planning social studies instruction teachers
should place importance developing students
higher order thinking skills, represented by
the upper the categories in Bloom's Taxonomy
One of the major criticisms of social studies
education in the Philippines is its emphasis on
factual recall and rote memorization, which a
considered lower order thinking skills.
• To counter this, teachers should
ensure the they incorporate
analysis, evaluation, and creation
objectives and activities in the
instruction to produce critical and
creative learners.
 3. Classroom Environment
• Students learn more when there is a positive
classroom environment, the reason why
teachers should also take this into account in
instructional planning. They have to ensure that
they have a welcoming and stimulating
classroom, one where students feel regarded
and represented and at the same time excited
to learn new things.
• This could be done by forming
collaborative groups devising seating
arrangements, implementing a buddy
system, and/or planning group activities.
A positive emotional environment should
also be promoted by instilling respect
toward each another.
• A positive classroom environment can
be easily achieved through the
establishment of classroom rules and
routines at the start of the school year.
Aside from promoting a healthy social
and emotional environment, this also
adds structure and organization to the
instruction.
• Rules may be general such as "Always
do your best and "be kind" or specific
such as "Submit your requirements on
time" and "Rise hand if you want to say
something Routines, meanwhile, are
efficient means of things in the
classroom that will avoid wasted time
and behavier problem.
Example of this are:
• falling in line before going outside,
passing of papers in front instead of
giving them directly to the teacher,
and getting a pass before going to
the restroom.
• In establishing classroom rules
and routines, Price and Netson
(2014) wested the following
guidelines
• develop and evaluate them with students;
• keep rules few in number so everyone can
remember them
• past them
• refer to them often
• support students in following them
• teach the students what each rule means
• acknowledge students for following them; and
• enforce them consistently
4. Materials

• Another thing to consider in planning

instruction is the materials.
• Schoenfeldt and Salsbury (2009) defined
materials as any item, tool, or piece of
equipment used to support the lesson
before, during, or after instruction.
• This may come in the form of visual
aids (maps, photos), media
equipment (LCD projector, laptop),
tools (compass, ruler), realia
(artifacts, coins), print sources (song
lyrics, documents), and
manipulatives (puzzles, globe).
• In selecting instructional materials,
Sousa (2001) recommends that
teachers should use materials that
appeal to the different senses. As much
as possible, the senses of hearing, sight,
and touch should be tapped since these
contribute the most to learning.
• Research proves the use of technology
in the classroom is beneficial in
increasing student motivation and
achievement (Bain & Ross, 2000;
Cradler & Cradler, 1999, Middleton &
Murray, 1999; Underwood & Brown,
1997).
• Here are a number of practical
considerations in the use of
instructional materials:
• Materials should be ready to use and located
nearby before beginning the instruction.
• Every student should have an equal chance to see
and/or access the materials.
• Teachers should preview the materials in order to
explain difficult terms to students, anticipate
misconceptions, answer queries, and make
meaningful connections.
• Materials should be age-appropriate, culturally
responsive, and gender- sensitive.
5. Students
• The student is the heart of the learning
process. As such, they should be given
utmost consideration in instructional
planning.
• In order to effectively facilitate learning
teachers should take into account the
following in the planning process;
a. Student readiness
• This refers to the ability level of a student in
relation to a given topic and skill.
• This refers to the ability level of a student in
relation to a given topic and skill. This can be
caused by differences in their learning rate
and prior experiences.
b. Student interest
• This is considered as a powerful
motivator to engage students in the
learning process.
• Some students may be interested in
superheroes while others may be
fascinated in cartoon characters.
c. Intelligence Preference or
Learning Style
• This refers to the different cognitive
inclinations that a person has for learning.
Some students study effectively when music
is incorporated in the lesson, while others
learn more when they are shown charts and
diagrams.
• Fautley (2013) defines differentiation as
a deliberate pedagogical strategy by
which teachers create conditions in
which the curriculum is made accessible
to individual students in ways which are
appropriate to their needs and which
allow them to function to their fullest
potential.
6. Teachers
• According to Mishra and Koehler (2006), a
teacher's knowledge is comprised of three
components:
• content knowledge,
• pedagogical knowledge,
• and technological knowledge.
Content knowledge

• Refers to the teacher's knowledge

about the subject matter that will be
taught. This includes knowledge of
concepts, theories, ideas, frameworks,
and established practices and
approaches in the development of such
knowledge.
Pedagogical knowledge
• refers to the teacher's knowledge about the
process of teaching and learning. This includes
the understanding of the principles of learning,
classroom management, instructional
approaches and strategies, and assessment
practices. Some teachers may be experts in their
discipline but may lack the knowledge and skills
on how to successfully communicate the
information to their students.
Technological knowledge
• is the teacher's knowledge of and ability to
use technological tools and associated
resources. This includes knowing how to use
technology such as accessing infomation in
the internet, being aware of how to procese
such information, and being able to adapt to
new technologies.
 Technological Pedagogical Content
Knowledge (TPACK)
Technolo
gical
Pedagogi Technological
cal Technological Content
Knowled Knowledge
Knowledge (TK)
ge (TPK)
(TCK)

Pedagogical Content
Knowledge (PK) Knowledge (CK)

Pedagogical Content Knowledge

Contexts

A Framework for Understanding TPACK (Misha & Koehler, 2009)

Thank you!