1. INSTRUCTIONAL PLANNING AND DEVELOPMENT REPORTED BY: KATHERINE MALENAB JULY 16, 2015 2. Traditional and Standards- Based Planning Between frameworks A & B which: a.) goes along with OBE and UbD b.) is a more traditional framework c.) is a better framework 3. The Understanding by Design(UbD) Framework 1. With what does UbD begin-learning content or standards? 2. Are the broad content standards made more specific by the statement of understanding goals, essential questions, student objectives/outcomes? 3. Is a teacher free to write down any essential questions? 4. Are the essential questions specific or general in nature? 4. 5. Does assessment evidence mean proofs that the content standards, goals, student outcomes were attained or not attained? 6. Is the learning plan independent of desired results and assessment evidence? 7. Does the learning plan have an objective or outcome? 8. Excluding the materials and timeline, what are the parts of a learning plan? 9. Is the sequencing of the three last parts of the learning plan also the same in a lesson plan? 5. STAGE 1 DESIRED RESULTS CONTENT STANDARDS Comes from professional standards in your field. UNDERSTANDING GOALS Student will understand that… • This is a goal not an objective. • List the big ideas or concepts that you want them to come away with. Essential Goals o What are the leading questions can you ask of students to get them to understand the Big Ideas o Address to the heart of the discipline are framed to provoke and sustain students interest. 6. STAGE 1 DESIRED RESULTS Student Objectives (Outcomes) Students will be able to… Observable, measurable outcomes that the students should be able to demonstrate and you can assess. Your learning objectives in stage 3 and directly linked to having students be able to achieve the understandings, answer the essential questions and demonstrate the desired outcomes. 7. STAGE 2 ASSESSMENT EVIDENCE PERFORMANCE TASKS: • Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. • Designed at least at the application of Bloom’s Taxonomy. • Rubrics can be used to self assessment of their performance. ‘ Other Evidence • Pre-assessment, formative, summative • Individual or group based • Informal methods (thumbs up, thumbs down, quiz, reflections, essays, worksheet.) 8. STAGE 3 LEARNING PLAN 1. Materials and Resources 2. Timeline 3. Introductory Activities 4. Developmental Activities 5. Closing Activities 9. IMPORTANT POINTS TO REMEMBER IN PLANNING AND ORGANIZING INSTRUCTION Supposed to contribute to the realization of the vision statement of the department. “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. Private institutions, vision mission statements of the school and of the DepEd. 10. Philippine Qualifications Framework, that describes the knowledge, skills and values of the the Philippine graduate. Grade level standards made more specific. Our instructional planning supposed to begin with a study of the K to 12 curriculum guide.