1. UNIT 5 :
Designing Instruction
to Maximize Student’s
Learning
Reporter : Cynthia Calupas

2. Kinds and Parts of
Lesson Plan
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3. 1) Plan for the Whole Semester or Year
This course plan contains statements of goals, methods,
procedures, contents, skills to be developed, materials to be
used, range of pupil activities, target dates, and evaluative
look.
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MAJOR TYPES OF PLANS

4. 2) The Unit Plan
The unit plan covers a unit of a course, and is used when
the basic textbook is divided into units. It has objectives,
the topic or problem for study, contents to be covered,
experiments to be performed, instructional materials to
be used, target dates, and evaluative measures.
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7. 3) The Daily Plan
A daily lesson plan includes such parts as:
Specific objectives to be accomplished.
Subject matter to be taught or to be performed.
Methods or procedures to be used to accomplished
the objectives.
Criteria for evaluation to appraise the success of
teaching and learning.
Other activities such as projects, assignments and
references to be used by the class.
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10. PARTS OF A DAILY LESSON PLAN
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1) Attainable Objectives
Objectives should be stated singly in clear, specific and
behavioral matters along with the three levels of
behavior – cognitive, affective and psychomotor.
Desired Outcomes of Learning must be observable,
attainable and measurable, using the action verbs like
manipulate, plot, devise, classify, organize, read,
solve, define, sing or draw instead of general and
abstract verbs like know, understand, appreciate or
comprehend.

11. Examples of faulty objectives:
1) To appreciate beautiful descriptions in the passage read.
Criticism: The verb appreciate is open to many interpretations,
thus making it hard for the teacher to determine the realization
of the objective.
Improved:
 To list down all the beautiful descriptions in the passages read.
2) To know the difference between an adjective and an adverb.
Criticism: The verb know is not observable.
Improved:
 To construct sentences using adjectives and verbs correctly.
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2) Adequate Subject Matter and Specific
References
You should select and arrange
the subject matter, specifying
the textbooks, library
references, apparatuses, visual
aids, and equipment needed
that will help you attain your
objectives.

13. 3) Well-Chosen Procedures
a. Motivation Techniques
 The key to all successful teaching lies in making learning
purposeful and meaningful. When pupils see value in what
they do, this results in mutual recognition of interests and
effective relationships of purposes by both the learners and the
teacher.
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14. Motivations are generally classified as:
1) Intrinsic motivation
 based on fundamental needs and drives and which will
arouse the learners’ innate desire to act.
 common forms of intrinsic motivation are the desire to
gain knowledge, the desire to explore and the desire to
construct.
 arouse the interest of the class by relating subject matter to
their important needs or goals. No lesson is considered
complete unless it includes motivation as its first step.
Furthermore, continuous motivation is important to
sustain interest. Hence, every phase of the lesson should be
appropriately motivated.
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15. 2) Extrinsic motivation
 is something external and is based on incentives designed
to make learners more responsive than when they are left
without them.
 effect of such incentives varies according to sex, age and
mental ability. For instance, an inspiring word may spur
the more ambitious ones to work harder while the same
will not even move the less capable. Incentives like
scholarships, medals and honors will stimulate learners to
do good. However, this type of motivation should not be
too emphasized to become the be-all and end-all of
learning.
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16. b. Review
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 A review of previous
lessons, if necessary, should
be included in the plan to
determine entry knowledge
and skills to enable the class
to understand the new
lesson better.

17. c. Presentation of the Lesson
 methods or procedures followed in teaching are determined
by the objectives of the lesson,
 the nature or degree of difficulty of the subject matter,
 the ability and experiences of the learners,
 the devices and equipment available,
 and the teacher’s orientation.
* You should know a number of strategies which you can use
anytime in order to avoid boredom, to meet individual
differences and to exert maximum efforts to make learning
permanent.
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18. 4) Well-Motivated Assignment
 It may be a problem to be solved, something to be read, themes
to be written, questions to be answered, a practice to be done, a
project to be undertaken, and the like.
 It provides the direction and the scope of the work and
indicates worthwhile learning activities that will enable the
learner to achieve the objectives set by the teacher.
* There should be enough activity to challenge the best pupils
and to give the slow ones something to do.
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19. What are the characteristics of a good
assignment?
should have a clear objectives;
 should indicate requirement and purpose;
 should be specific, logically organized, reasonable,
attainable, not too easy nor too difficult to work on;
 should be adapted to the learner’s experience,
interest, home conditions, and vocabulary level;
should stimulate thinking and indicate available
reference materials.
* To bring out the desired results, you should
check duly accomplished assignments.
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20. 5) Suitable Evaluation Techniques
 It is primarily the process of determining to what
extent the educational objectives are being realized
by the program of curriculum and instruction.
 It must measure certain desirable changes in the
behavior pattern of the learner.
 It has to take in to account variables like individual
differences, the setting or environmental conditions
in which learning takes place, and the skill and
personality of the teacher.
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21. Specific Evaluation Techniques
 Tests are a valuable aid to learning. Retention can be
increased by administering a number of tests and
providing immediate feedback of correct answers.
 Other Evaluation Techniques also includes: graphs,
drills, projects, informal quizzes, reports, observations,
anecdotal records, sociometric technique and marks,
checklists, rating scales, score cards, interviews,
homework, questionnaires, and conferences with
parents and other people who have a chance to
observe the progress of the work of the learners.
* The resourceful teacher the many opportunities
he/she can provide for evaluation and self-
examination.
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22. A Teacher should be guided by the fact that evaluation seeks
to answer the following questions:
1) Are the objectives of the lesson achieved?
Are they worthwhile?
2) Are the methods employed effective?
3) Is the student behavior changed into the
desired direction?
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23. The End
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Reporter : Cynthia Calupas