This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.

1. Designing and Planning
Teaching-Learning Process
Prepared By:
Catherine A. Matias
BSED-III Social Science

2. Introduction
The instructional design process consists
of determining the needs of the learners,
defining the end goals and objectives of
instruction, designing and planning
assessment tasks, and designing teaching
and learning activities to ensure the
quality of instruction.

3. Purpose of Planning Teaching-Learning Process
 Instruction refers to the methods and processes used to direct
learning.
 Instructional planning is the process of systematically planning,
developing, evaluating, and managing the instructional process by
using principles of teaching and learning.
 Daily Lesson Log (DLL) is a template teachers use to log parts of
their daily lesson.
 Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson.

4. Parts of a
Lesson Plan

5. Parts of a Lesson Plan
The basic parts of a lesson plan include a
beginning, middle, and end.
 Before the Lesson
 Lesson Proper
 After the Lesson

6. Parts of a Lesson Plan
 Before the Lesson- This is the lesson opening or
the “beginning” of lesson implementation.
 The Lesson Proper- This is the “middle” or main
part of the lesson. During this time, the teacher
presents the new material to the class.
 After the Lesson- This is the lesson closing or the
“end” of the lesson.

7. Steps in
Planning an
Instruction

8. Steps in Planning an Instruction
 Identify the Learning Objective
 Plan the specific learning activities Direct Instruction
 Plan to assess student understanding Independent
Practice
 Plan to sequence the lesson in an engaging and
meaningful manner.
 Create a realistic timeline
 Plan for a lesson closure

9. Steps in Planning an Instruction
Identify the Learning
Objective- Before you
lesson, you will first
need to identify the
learning objectives of a
lesson.

10. Steps in Planning an Instruction
Plan the specific learning activities-
when planning learning activities
you should consider the types of
activities students will need to
engage in, in order to develop the
skills and knowledge required to
demonstrate effective learning in
the course.

11. Steps in Planning an Instruction
Plan to Assess Student Understanding-
Assessments (e.g., tests, papers,
problem sets, performances) provide
opportunities for students to
demonstrate and practice the
knowledge and skills articulated in the
learning objectives, and for instructors
to offer targeted feedback that can
guide further learning.

12. Steps in Planning an Instruction
Plan to sequence the lesson
in an engaging and
meaningful manner-
Bloom’s Revised Taxonomy of
Educational Objectives aids in
designing engaging and
meaningful instruction.

13. Steps in Planning an Instruction
Create a realistic Timeline-
Narrow down your list to the two
or three concepts, ideas, or skills
or skills you want students to
learn in the lesson. Your list of
prioritized learning objectives will
help you make decisions on the
spot and adjust your lesson plan
as needed.

14. Steps in Planning an Instruction
Plan for a Lesson
Closure- Lesson closure
provides an opportunity
to solidify student
learning.

15. Comparison of Lesson
Plans in Traditional
Curriculum and
Backward Curriculum

16. What is Backward Design Planning?
 "This backward moving process is part of the
Understanding by Design (UbD) process
developed by Wiggins and McTigh (1998; 2005;
2007; 2011).
 UbD emphasizes the use of learning outcomes as
the driver in designing curriculum units,
performance assessments, and student learning
experiences," (Newman, 2013)

17. What is Backward Design Planning?
The Backward Design
Backward Design Planning starts with focus on the end. It is
three stage process that is designed based off what the
teacher wants to student to learn at the end of the lesson.

18. What is the Traditional Model?
 In the traditional model of designing instruction,
once teachers identify the standards that will be
covered in a unit or decide on a list of content to be
taught, they focus most of their attention on
planning the learning activities," (Newman, 2013).
 The Traditional Model focuses on how the
information will be presented as opposed to
outcome like in the Backward Plan

19. Traditional Curriculum vs. Backward Curriculum

20. Traditional Curriculum vs. Backward Curriculum
 It focuses on INPUT
 It is Teacher FOCUSED
 It is linear because
once a lesson is
taught, the teacher
moves on the next
lesson.
 It focuses on OUTPUT
 The teacher does not need
to follow linear pattern
because there is an option
to reteach the material or
move forward.
 It requires or promote
student engagement.

21. Traditional Curriculum vs. Backward Curriculum
The two models come together with their
intent and ability to abide by Common
Core Standards. Though the classroom
structures are different, the goal of
perpetuating a environment where
students master skills and knowledge by
the end of the school year is the same.

22. “Creating effective lesson
plans is the key to effective
teaching and critical factor in
achieving positive students
outcomes”