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    Developing Instructional Guides

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    Rea Rose Salise
    This document provides guidance on developing instructional guides and writing daily lesson plans for teachers. It discusses that teachers should be able to prepare a variety of instructional materials, from daily lesson plans to course syllabi. A daily lesson plan is a blueprint that guides the teacher in what and how to teach, including objectives, activities, materials, and assessment. An effective lesson plan includes clear objectives, sequenced activities, organized materials, and assessment of learning objectives. The document outlines the key components of a lesson plan format and provides examples of elements like objectives, materials, lesson procedures, and evaluation.

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    Developing Instructional Guides

    Uploaded by

    Rea Rose Salise
    710 views15 pages
    This document provides guidance on developing instructional guides and writing daily lesson plans for teachers. It discusses that teachers should be able to prepare a variety of instructional materials, from daily lesson plans to course syllabi. A daily lesson plan is a blueprint that guides the teacher in what and how to teach, including objectives, activities, materials, and assessment. An effective lesson plan includes clear objectives, sequenced activities, organized materials, and assessment of learning objectives. The document outlines the key components of a lesson plan format and provides examples of elements like objectives, materials, lesson procedures, and evaluation.

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    This document provides guidance on developing instructional guides and writing daily lesson plans for teachers. It discusses that teachers should be able to prepare a variety of instructional materials, from daily lesson plans to course syllabi. A daily lesson plan is a blueprint that guides the teacher in what and how to teach, including objectives, activities, materials, and assessment. An effective lesson plan includes clear objectives, sequenced activities, organized materials, and assessment of learning objectives. The document outlines the key components of a lesson plan format and provides examples of elements like objectives, materials, lesson procedures, and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    710 views15 pages

    Developing Instructional Guides

    Uploaded by

    Rea Rose Salise
    This document provides guidance on developing instructional guides and writing daily lesson plans for teachers. It discusses that teachers should be able to prepare a variety of instructional materials, from daily lesson plans to course syllabi. A daily lesson plan is a blueprint that guides the teacher in what and how to teach, including objectives, activities, materials, and assessment. An effective lesson plan includes clear objectives, sequenced activities, organized materials, and assessment of learning objectives. The document outlines the key components of a lesson plan format and provides examples of elements like objectives, materials, lesson procedures, and evaluation.

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    MODULE VIII: DEVELOPING

    INSTRUCTIONAL GUIDES
    WRITING LEARNING PLANS

    Reference: Salandanan, G. (2012). Teaching and the Teacher.


    Introduction
    ◦ One of the basic skills that teachers should be able to undertake
    with “predictable proficiency” is preparing a wide variety of
    instructional materials ranging from the daily learning plan to a
    syllabus for a particular course.
    ◦ Guided by the current trust in one’s discipline, they must be knowledgeable in
    organizing and developing materials used for daily classroom instruction as
    well as learning units in the form of modules by which they can provide the
    students the right direction in achieving the desired instructional objectives.
    The Daily Lesson Plan
    ◦ The daily lesson plan is a blueprint that guides the teacher on what she will
    teach and how she will go about it.

    ◦ It is a complete procedure that will be followed in introducing and


    implementing the plan capped by the suggestions on how to evaluate the
    learning outcomes desired.
    Qualifications of the teacher
    ◦ 1. He/she must have an adequate knowledge about the topic.
    ◦ 2. He/she must have the facility in preparing clear and precise lesson objectives.
    ◦ 3. He/she must have the skill in employing a wide range of strategies and procedures.
    ◦ 4. He/she must have the preparedness in assembling the materials and tools that will be
    needed.
    ◦ 5. He/she must have the knowledge of assessment and evaluation techniques.
    Simple Lesson Plan includes:
    ◦ 1. a brief statement of the objectives
    ◦ 2. smooth sequencing of the learning activities
    ◦ 3. organized and arranged equipment, tools, and
    materials
    ◦ 4. assessment to find out whether the objectives
    have been achieved.
    Format of the Learning/Lesson Plan
    I. Topic/Subject: _________________
    Time Allotment: _______________
    II. Objectives:
    A. General objectives (Objectives of the whole unit)
    B. Specific objectives (Stated to include):

    a. Cognitive (knowledge)
    b. Affective (Values)
    c. Psychomotor (Skill)
    III. Textbook pages (references)
    IV. Materials needed

    Enumerate the materials, including the equipment that will be


    used.
    A. Preliminaries
    1. Introducing/Initiating
    2. Motivating/Mood Setting
    3. Organizing groups if lesson calls for it.
    4. Reminders in careful use of equipment.
    B. Lesson proper
    1. Using the appropriate teaching strategies which have been previously
    decided on, proceed with the learning activities such as performing
    laboratory, discussions, reporting or cooperative learning strategies. These
    activities are informed by the lesson objectives.
    2. Provide additional information or data that may be needed to support their findings. Such
    will also be helpful in answering application questions.

    3. Be prepared for a modification in the procedure if needed.

    4. Substitution of materials may be allowed.


    ◦ 5. observe how each group or individual is progressing in the activity.

    ◦ 6. Keep asking questions to lead them to the right direction.

    ◦ 7. If a laboratory manual is being followed, check the steps to insure correct completion.
    C. Summary / Conclusion

    1. Towards the end, they will be able to recite on what they have
    learned or produced.
    2. Encourage them to ask further questions.
    3. Formulate a conclusion or a generalization.
    4. Ask how they can apply their learning in real life.
    D. Evaluation

    1. This could be in the form of a short test, submission of their


    reports or products, formal/informal observations.
    2. They may be allowed to evaluate their own work especially the
    steps undertaken.
    3. Ask for suggestions on how the activities could be improved.
    E. Additional Activities
    1. For reinforcement: Revise parts to make it easy for the slow
    learners.

    2. For Enrichment: Include additional activities for the fast learners.


    THANK YOU!

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