mc seminar instructional planning

The Teacher as Instructional Designer: Mastering the Art of

Instructional Planning

Presented by John Medina

Why are we here?

Preparation and initial experience for your:

Professional Education Courses

Practice Teaching

Day to day activity as a

future teacher

Feedback Inputs Why is it that the evaluation is

NOT CONGRUENT to your instructional objectives?

Why is it that students’ activities in your procedure is only “Yes

Ma’am and No Ma’am”

Concern in some

professional education courses!

Concern in Practice

Teaching!

Let’s take a look at your undergraduate

journey in becoming a future professional

teacher!

Professional Education Courses in the Teacher Education Curriculum

Professional Education

Course Child and

Adolescent Development

Facilitating Learning

Social Dimensions of

Education

Field Study Course

F.S. 1 The Learner’s

Development and

Environment

Key Knowledge and Skills

Theories and Concepts of Development

Stages of Human

Development

Theories and Concept of Learning

cont.


Course

Principles of Teaching 1

Principles of Teaching 2

Field Study Course

F.S. 2 Experiencing the Teaching-

learning Process


Core Skill: Management of Instruction • Lesson

Planning • Teaching

Methods and Strategies

• Nature of Teaching each Learning Area

cont.


Course

Educational Technology

1

Educational Technology

2

Field Study Course

F.S. 3 Technology

in the Learning

Environment


Theories and Skills in

the Preparation, Utilization,

and Evaluation of Instructional

Materials

cont.


Course

Curriculum Development

Field Study Course

F.S. 4 Exploring the Curriculum


Systematic planning,

implementation and evaluation of the learning outcomes in a

subject, course, or

program in a long period of

time.

cont.


Course

Assessment of Student Learning 1

Assessment of Student Learning 2

Field Study Course

F.S. 5 Learning Assessment Strategies


Educational Measurement and

Evaluation

Test and Rubric Construction

Other Assessment Tools and Strategies

Scoring and Grading Systems

cont.


Course

Teaching Profession

Field Study Course

F.S. 6 On Becoming a

Teacher


Education as a System

Roles as a Professional

Teacher

Some Trends and Changes in the

Teaching Profession

FOCUS of our topic is on Lesson Planning!

Unlocking of Difficulties

The Teacher as Instructional Designer: Mastering the Art of


Refers to YOU!

What is instruction and what do we mean to design instruction?

What is planning? How do we do it?

instruction v. direct or command; to give

information; or to teach suffix ion denotes

a process

“Instruction” = “teaching” or “Process of Teaching”

In our case as teachers, our main goal is optimum and holistic learning.

Done by the teacher through his/her skillful

management!

Management may simply mean controlling,

supervising, leading, handling, directing, executing something or some people in order to attain certain goals.

To attain the goal of optimum learning, teachers manage instruction. The first step in managing instruction is to design it!

v. to plan and make (something) for a specific use or purpose usually in a creative manner

A teacher therefore is an INSTRUCTIONAL DESIGNER!

As a teacher, what do you plan?

pedagogy (art and science of teaching) i.e. what and how you will teach!

INSTRUCTIONAL PLANNING


is the ability of the teacher to visualize and forecast into the future of the what, why, and how of the teaching-learning process.


It involves creating, arranging, organizing, synthesizing and designing learning experiences in the mind of learners that may occur in the classroom. Teacher planning is a form of decision-making.

Instructional Planning as Decision Making

Objectives

• “why” of teaching

Subject Matter

• “what” of teaching

Procedure and

Evaluation

• “how” of teaching

As a teacher, every time you plan, you decide on the following:

Different Types of Plans

Course Plan

this type of plan gives a general overview of the

goals to be achieved and the learning

experiences to be provided for

the quarter semester or

year.

Unit Plan

this plan covers a unit of course for teaching. A

unit may be composed of

chapters which represent

wholeness or generalization. A logical division of a subject-

matter is recognized as a

teaching unit.

Daily Lesson Plan

this type of plan refers to each day plan which has to do with a specific part of the unit to be

dealt with during the given class

period.

Levels of Instructional

Plans

Yearly Plan

Term Plan

Unit Plan

Daily Lesson

Plan

This will be our

FOCUS!

What is a lesson plan?


A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson plan is the map.

It shows you where you start, where you finish and the route to take to get there

The Teacher’s Lesson Plan

Itinerary Blueprint Guide

Written outline

Indispensable tool

A written guide used to aid teachers in their lessons.


Importance and Purpose “No instructional plan is a magical elixir that will guarantee one hundred percent learning. However, a written instructional plan is an antidote to aimlessness. It prevents us from becoming like a classroom driftwood that is merely tossed by the winds and the waves of our whims and caprices.” (Corpuz & Salandanan, 2003)

Lesson Plan Formats and Types

Detailed Lesson Plan

• For pre-service teachers

• All activities: teacher questions, student answers and activities

Semi-Detailed Lesson Plan

• For new in-service teachers or advance practice teachers

• Omit student responses; contain procedure/steps and questions, no more long explanations.

Brief Lesson Plan/Outline

• For Seasoned Teachers

• Contain simple and short notes; often times title of tasks or student activities or key words for questions.

Wisdom in Writing Detailed Lesson Plans

Mastery of Lesson

Discussion

Foresee children's

reaction/answers

Forewarns about problems that

may arise

Chances for corrections and

suggestions from critic teachers

Prerequisites to Lesson Planning

Adequate knowledge of the subject matter.

Knowing the nature of the learners.

Familiarity with a variety of teaching strategies and

different methods.

Materials and teaching aids and devices that will

facilitate the teaching-learning process

Thorough understanding of the minimum learning

competencies in the curriculum.

Headings

I. Lesson Objectives

At the end of the 60-minute lesson, 85% of the ___ students are expected to do the following with at least 90% degree of proficiency:

Cognitive Objective

Affective Objective

Psychomotor Objective

II. Subject Matter

A. Topic

B. Selection

C. References

D. Integrated Values

E. Materials

III. Procedure

Preparatory Activity

Developmental Activity

Concluding Activity

IV. Evaluation

V. Assignment

Components of the Lesson Plan


II. Subject Matter

III. Procedure IV. Evaluation

V. Assignment

I. BASIC CONCEPTS ABOUT LESSON

OBJECTIVES

To fully understand the nature and role of objectives, we need to take a look at the

real essence of learning!

What is learning?

The process by which behavior is either modified or changed through experience or training (Smith, 1982).

observable actions or reactions of a person or animal in response to a stimuli.

This is the stimuli; from the act or experience of teaching

CHANGE is effect and essence of

learning!

What is learning?

Teaching • Stimulus

Learning • Response

Change • Effect

A change in behavior or the

capacity to change one’s

behavior in the future;

A process from which can be

inferred changes in

performance

Its being not the same as

thinking since its focus is on manifest

behavior rather than simply on

thoughts.

Learning is characterized by:

Implication: Our students learned after we have taught if there is an observable change in their behavior, i.e. they can do something that they can’t do before we have taught! This change is manifested in their performance, thus, to determine if they have learned we must clearly see what they can do after we have taught! Learning must be manifested!

Involves acquisition of new elements of knowledge, skills, beliefs, feelings, and behaviors as well as change in existing elements depending on some type of external stimuli or experience.

What is learning?

Domains of Learning Domain - area,

field, realm

Categories of Learning

Outcomes

K-S-A Outcomes

C-A-P Domains

What are now objectives?

Objectives are statements of what will be achieved as a result of the instruction the teacher is designing. It embodies the PURPOSE and the GOAL of the instruction.

Learning or Instructional Objectives describe what students should know or be able to do at the end of the course that they could not do before.

What are now objectives?

From the definition given above, it demands change on the part of

the learner. There should be something new that they can do, so that you the teacher can truly

say that they have learned.

In other words, our students have learned

after you have taught once they were able to do the

objectives for the lesson.

Learning Objectives

Write the Objective Teach Based on the Objective

Test Over the Objective

Elements in Writing Instructional Objectives

Performer Behavior or Performance

Product Outcome or

Output

Condition/s Criterion of Success

Elements in Writing Instructional Objectives

Consider the following example: At the end of 60-minute period (CONDITION) students (PERFORMER) are expected to write (BEHAVIOR OR PERFORMANCE) a poem (PRODUCT) with at least 90% degree of proficiency (CRITERIA OF SUCCESS)

2 Essential Parts of an Objective

Discuss the common forms of discrimination in our society.

Behavior = Verb

content

Domains of Learning Objectives

• Cognitive objectives – Describe the knowledge that

learners are to acquire

• Affective objectives – Describe the attitudes, feelings, and

dispositions that learners are expected to develop

• Psychomotor objectives – Relate to the manipulative and motor

skills that learners are to master

Taxonomy of Educational Objectives

• Benjamin Bloom • Lorin Anderson

Cognitive Domain

• David Krathwohl Affective Domain

• Anita Harrow • Elizabeth Simpsons • R.H. Dave

Psychomotor Domain

Hierarchy of Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Hierarchy of Affective Domain

Characterization

Organization

Valuing

Responding

Receiving

Hierarchy of Psychomotor Domain

Organization

Adaptation

Complex Overt Responses

Mechanism

Guided Response

Set

Perception

I. Lesson Objectives Essential Guidelines

Must be SMART (Specific, Measurable,

Attainable, Result-Oriented, Time-bound)

Must be stated in behavioral terms.

Objectives must be observable.

Must contain the 3 Learning Domains

(Cognitive, Affective, Psychomotor)

Congruent with Learning

Competencies in the curriculum.

Must develop HOTS (higher-order thinking

skills)

SMART and Behavioral

Illustrate the positive points of the story by means of a sketch.

Explain and differentiate the different types of chemical bonding.

Write a unified and coherent paragraph.

Vague Objectives

Appreciate the short story.

Understand chemical bonding.

Know the principles of good writing.

Correct the following vague objectives:

1. Understand the process of digestion. 2. Empathize with the story’s characters. 3. Realize the role of the different body organs. 4. Master the rules of subject-verb agreement. 5. Appreciate the style of the author. 6. Be aware of the rules of grammar.


(Cognitive, Affective,

Psychomotor)


RATIONALE Tapping the 3

Learning Domains by our

objectives = Holistic Education

Integration of Knowledge, Skills

and Values

Balanced Approach: Total

Learner Development

Important Notes:

Every subject matter has always a cognitive

dimension hence a cognitive objective.

Never forget to add an affective objective.

A single objective can already be both

cognitive-affective, cognitive-psychomotor, psychomotor-affective.

2 Domains in 1 Objective • Differentiate the traits of the main

characters by means of illustrations and graphic organizers.

Cognitive-Psychomotor

• Write and deliver a eulogy showing your admiration for the contributions of Rizal.

Psychomotor-Affective

• Explain the significance of the organisms’ role in maintaining the balance in an ecosystem.

Cognitive-Affective


skills)


• Avoid low level skill objectives • Low-level Skills – lowest form of

learning. Not challenging. • Objective Verbs must tapped the

HOTS (Analysis, Synthesis and Evaluation.)

• Objectives must be at the Comprehension Level and Up.

HOTS Objectives

61

Remembering Understanding

Applying Analyzing Evaluating Creating

Bloom’sTaxonomyof Learning (New Version) Increasing difficulty

LOTS Identify the parts of a

microscope.

Define literature.

State the laws of thermodynamics.

HOTS Design a flow chart that can be used in studying the parts and

use of a microscope.

Discuss the nature and role of literature in relation to history,

culture and human experience.

Formulate at least 10 tips and sample situations on how to

conserve energy applying the laws of thermodynamics.

Are defined as groups or clusters of skills and abilities needed for a particular task. The objectives generally

focuses on those behaviors which exemplify a “best practice” for the particular task.

Learning Competency

EN8LT-IIIf-2.2: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection (K to 12 Curriculum Guide

for English)

Learning Objective

Plot out the elements of the short story in a graphic organizer

Deduce the theme of the given short story

Explain the relationship of the story’s elements to the story’s theme.

Learning Competency

S7MT-Ii-6: investigate properties of acidic and

basic mixtures using natural indicators (K to 12

Curriculum Guide for Science)

Learning Objective Describe characteristics

that are associated with acids and bases.

Identify the acidity or alkalinity of a given

compound using the pH meter

Explain how pH changes can occur during a chemical reaction.

Let’s have an example…

At the end of the 60-minute lesson, 85% fourth year students are expected to do the following with at least 90% degree of proficiency: a. apply and observe the rules of APA Citation Style; b. show respect for intellectual property rights; and c. write a unified and coherent informative essay.

Learning Competency: EN8SS-IIIe-1.6: Show respect for intellectual property rights by acknowledging citations made in an informative essay (K to 12 Curriculum Guide for English)

Let’s analyze! Are the objectives:

• Are the verbs observable: apply, show, write?

Specific, Measurable, and

Behavioral

• Can students finish it at the end of the 60-minute lesson?

Realistic, Attainable, Time-

bound

• Did we tap the cognitive, affective, psychomotor domain?

Contain the three learning domains

• Are the verbs call for the application of HOTS: apply, show , write? Develop HOTS

Learning Competency

EN8SS-IIIe-1.6: Show respect for intellectual

property rights by acknowledging

citations made in an informative essay (K to

12 Curriculum Guide for English)

Learning Objective

Apply and observe the rules of APA Citation

Style

Show respect for intellectual property

rights

Write an informative essay

congruent with learning competencies in the curriculum?

cont.







(Cognitive, Affective, Psychomotor)




skills)

II. BASIC CONCEPTS ABOUT SUBJECT

MATTER

What is subject matter?

• It includes the specific lesson to be taken and its source - textbooks, references, internet sources etc.

• The subject matter is the content and skill we wish to teach to our students. Concepts, skills, values comprise the subject matter.

II. Subject Matter Essential Guidelines

A. Topic and/or Skill: B. Selection/Literary Text: C. References: D. Integrated Values: E. Materials:

Example in English:

A. Reading Skill: Scanning and Skimming B. Selection: Struggles with English by Salom Rizk C. References: English IV by Gabriel (pp. 13-20) D. Integrated Values: Patience and Perseverance E. Materials: PowerPoint Presentation, Activity

Sheets and Rubrics.

Example in Science:

A. Topic: Digestive System B. References: Biology II by Campbell (pp. 55-63) C. Integrated Value: Good Healthy Lifestyle. D. Materials: Pocket Chart, Pictures and Mockups

III. BASIC CONCEPTS ABOUT PROCEDURE

To fully understand what and how the procedure should

be, let’s discuss some principles of teaching and

learning!

Principles are guides to make teaching and learning effective, wholesome, and meaningful. They are the fundamental basis of conduct or operation from which one proceeds from one

situation to another

Some principles of teaching and learning…

Principles of Good Teaching (Aquino, 2008)

Active Learning

Apply Learning by Doing. Provide

meaningful hands-on, minds-on and hearts-

on activities

Motivation

Consider students’ needs and interests.

Capture students’ attention to hook

them on the lesson

Life-like Situations

Classroom discussions,

examples and activities should be

authentic.

Democratic Environment

Teacher-student and inter-student

relationships should be cooperative. Use cooperative learning.

Some principles of teaching and learning…

Principles of Learning (Corpuz & Salandanan, 2007)

Learning is an experience

which occurs inside the

learner and is activated by the

learner.

Learning is the discovery of the

personal meaning and relevance of

ideas.

Learning (behavioral change) is a consequence of experience.

Learning is a cooperative

and collaborative

process.

One of the richest

resources for learning is the

learner himself/herself.

The Teacher as a Facilitator of Learning

What is a “facilitator”?

one that helps a group to bring about an outcome

(as learning, productivity, or

communication) by providing indirect or

unobtrusive assistance, guidance, or supervision

Don’t forget your learning

or instructional objectives!

We are ‘guides on the side’

‘guides on the side’ we engage, lead, inspire, and encourage the students in our classrooms to take ownership in their own learning

‘guides on the side’ we provide opportunities for students to learn key concepts and discover the tools that they need for learning so that they can become life long learners.

Why do we need to learn first these basic principles of teaching

and learning?

Common Pitfalls in the Procedure

Students’ Passivity, No Interactivity, No Application and Transfer of Learning

Teacher-centered lesson reflected in the procedure of the lesson plan

Ignorance of the Principles of Teaching and Learning and our role as facilitator

Common Pitfalls in the Procedure

Teacher monopolizes the

discussion

Students’ Activities are only “Yes

Ma’am” or “No Ma’am”

No application or practice of the

lesson’s concepts and skills

No activities and no questions that taps

HOTS

Nothing to facilitate at all because the

teacher is the dispenser of knowledge.

The Teacher as a Facilitator of Learning

How do we achieved this through the procedure of our lesson plan?

PRIOR NOTES: NO globally, nationally,

locally, prescribed lesson plan format for procedure.

In reality, procedure format varies from one school/ place/ teacher/

division or state.

Headings


At the end of the 60-minute lesson, 85% of the ___ students are expected to do the following with at least 90% degree of proficiency:

Cognitive Objective

Affective Objective

Psychomotor Objective

II. Subject Matter

A. Topic

B. Selection

C. References

D. Integrated Values

E. Materials

III. Procedure

Preparatory Activity


Concluding Activity

IV. Evaluation

V. Assignment

Procedure: Preparatory Activity • Review of the Past Lesson (Drill) • Unlocking of Difficulties • Assessment of Prior Knowledge • Teaching Pre-requisite Skills • Classroom Routines • Checking of Homework • Motivation and Presentation

Preparatory Activity: Motivation

• Preparatory Stage for Discussion • Introduction to the Lesson • Should be engaging; get students’ attention • Connect Prior Knowledge to New Lesson • Should be interesting; arouse curiosity • Often times last for 5 to 10 minutes • Should be RELATED to the lesson.

Examples of Motivation • Picture Analysis • Listening to a Song • Quotable Quotes • Using Simple Poems or Anecdotes • Viewing Short Video Clips • Comic Strips or Cartoons • Posing a Trivia, Scientific Problem • Using News or Commercials

Discussion or Processing of

Motivation

Relating / Linking Motivation to the

Lesson

Accomplished by good, thought-

provoking questions and clear

discussions.

Formal Introduction to the New Lesson

Followed by SHARING OF OBJECTIVES

Aided by the use of ADVANCE

ORGANIZER.

Preparatory Activity: Presentation

Sharing our Objectives

“Students learn most efficiently when they know the goals of a specific lesson or

learning activity.” (From Robert Marzano's A Handbook for Instruction that Works)

If students are aware of an intended outcome, they know what to focus and

what to work on.

Some strategies in sharing our objectives

Focus Questions or Essential Questions

Mysterious Scenario or Situations

Posing a Trivia, Scientific Problem

Rating Scales or Checklists

“I can” thinking stems or statements

“SWBAT” (Students will be able to) +

objectives in student friendly

language

Key Idea: Link it with your motivation!

Advance Organizer

Advance Organizer – initial statements, activities, and techniques that provide a structure for the new

information and related it to information that the student possess.

David Ausubel’s Meaningful Learning Theory – an individual learns by relating newly acquired

information to what s/he already knows (prior knowledge).

Advance Organizer

Ausubel’s “Top-down” approach – teachers provide advance organizer or overviews of the way information will be presented to help students

develop mental frameworks on which to “hang” new information.

Common tools are graphic organizers and concept maps.

Advance Organizer

Procedure: Developmental Activity


Discussion Independent

and/or Guided Practice

Should be student-centred in nature. (70% students’ activities; 30% students’ activities)

It should be an interactive discussion. Teacher should not monopolize.

More on student talk than teacher talk (not only “Yes Ma’am” or “No Ma’am” from students)

Accomplished by ART OF QUESTIONING. (Do not lift the textbook text in the procedure!)

Give hands-on, minds-on short activities DURING the discussion employing cooperative approaches.

Minimize lectures, prioritize information processing through activities which promote student involvement.

Developmental Activity: Discussion

Independent and/or Guided Practice

Formative Check NOT GRADED!

Application of Lesson Skills

Examples: Drills, Exercises, Problem-

Solving Activities, Situation Analysis

etc.

Immediate, timely, sensitive and constructive

feedback is needed and a must.

Purpose: PREPARATION and CONDITIONING for EVALUATION

Procedure: Concluding Activity

Generalization or Synthesis • summing up the whole lesson; • facilitated through question/s or a

short activity that will summarize the salient points of the lesson.

Valuing • question/s or short activity that

will bring out the lesson’s values; • must be congruent with your

affective objective.

Procedure: Concluding Activity Recap and Summarize the Main Points. It must touch lesson’s essential understandings.

Provide a Good Closure to the lesson.

Students do the summarizing, synthesizing or generalizing and NOT you. You facilitate this through your art of questioning or through a closing activity.

It is possible to give short, summarizing, closure or final or culminating activity.

There must be an integration or infusion of values through your art of questioning.

Congruency of Affective Objective and Valuing

Affective Objective

Show appreciation for the resiliency of the human spirit.

Valuing Question How do you

manifest the values of perseverance,

courage, resiliency and hope amidst the sufferings and tribulations of life?

Congruency of Affective Objective and Valuing

Affective Objective

Recognizes the need for balance between freedom and responsibility in a democracy

Valuing Concluding Activity

Students will perform a role play which will illustrate

the relationship and dynamics of

freedom and responsibility.

IV. BASIC CONCEPTS

ABOUT EVALUATION

Advance Organizer

Basic Concepts

about Assessment

Variety of Assessment

Tools Principles of Assessment

Congruency and

Parallelism

To fully understand what is evaluation, let us take a look

at closely the teaching-learning process and some

basic concepts about assessment!

Assessing Learning

Delivering Instruction

Planning Instruction

Diagnostic assessments Readiness/placement Test

Unit/lesson Objectives, Vocabulary Materials Needed

Ideas for Lead in Activities Yearly Pacing Chart

Preview Questioning Lesson Review

Teaching Suggestions Teaching Questions

Teaching Activities, Charts Posters, Games,

Experiments A/V Materials

Summary Review

HW Assignments Workbook, Worksheets

Extra Practice, Reteaching Enrichment Activities Duplicating Masters

Review Masters Review Exercises, Questions

Practice Assessment

Unit, Section Assessment

Quarterly Assessment End-of-book Assignment

The cycle of the teaching-learning process

What is this? What is

assessment?

Basic Concepts about

Lesson Planning Planning Instruction

Actual Teaching Delivering Instruction

Question: Did my students

learn?

To determine if they learned, we assess

learning!

Assessment of Student Learning

Basic Concepts about Assessment of Student Learning

Assessment – it is the process of determining the changes in the

child as a result of teaching.

• Main Aim: To determine the extent of student learning and retention.

• Main End: To improve the quality of instruction or teaching.

How do we assess learning? To understand the process of assessment, we need to understand the concepts of

measurement and evaluation in relation to assessment!

Basic Concepts about Assessment of Student Learning Assessment • a process of gathering and

organizing quantitative and qualitative data

into an interpretable form to have a basis for judgment or

decision-making.

Measurement • a process of quantifying the

degree to which someone or something

possess a given trait using a tool or instrument.

Test and Testing

• Test is an instrument or tool

designed to measure any characteristic,

ability, or knowledge.

• Testing is a method or

procedure to measure the level of achievement

and performance.

Evaluation • A process of

systematic collection and

analysis of both qualitative and

quantitative data to make some judgment or

decision based on certain standards.

ASSESSMENT: To assess student learning we need to do

some

MEASUREMENT to determine how much (quantity) learning has

occurred.

To measure we construct TEST as an instrument or tool to convert the amount of learning to quantity

as reflected by SCORES

The scores now will be analyzed and the teacher will do an EVALUATION about the

performance of his students in relation to the standards or lesson

targets. The teacher will make judgment and will make decisions.

Assessment and Measurement

An ongoing process which involves a series of steps

namely: gathering, analyzing, and

interpreting data. (Angelo, 1995)

Evaluation

The process of determining the

quality of an attribute based on certain standards.

(Calderon & Gonzales, 1993). It is the process used in making judgments

or decisions.


What test or task will I give to my students for

me to determine the extent of their learning?

How will I administer the test and gather

these test or performance results?

Evaluation

What do these scores on their tasks or

performance mean in relation to standards or

criteria?

Given this interpretation of test or performance scores, what will I do

next, should I reteach or review?


Will I give an essay, identification, multiple choice type or test or will I let them do a role-play or a project?

If it’s a paper and pen test, what concepts will I test and

include in the test?

If it’s a performance, how will I grade this performance? What will be my criteria for

judging?

Evaluation

I got the following scores on 50-item test: 32, 28, 24, 15, 10. What do these scores mean? Are my students

proficient or need improvement?

Considering the meaning of their scores, should I reteach

the whole lesson, give a remedial, give an extra

exercise or reinforcement activity?

Difference between Assessment and Evaluation

Assessment is more broader.

Assessment completes the cycle

of the teaching-learning process.

Evaluation is just a part, the last step in

the process of assessment

Evaluation completes the process of assessment.

Variety of Assessment Tools

• Identification • Multiple Choice • True or False • Essay

Paper and Pencil

Strategy

• Role-Plays, Simulations, Exhibits, Jingles, Raps, Drama, Speech Delivery etc.

Performance-Based

• Oral Defense Exams • Reporting • Presentations

Oral Strategy

• Posters, Collage, Scrapbook etc.

Product-Based


• Observations • Conferences • Writing Journals • Anecdotal

Records • Checklist • Rating Scales • Rubrics • Learning Logs • Portfolios

Other Assessment

Tools and Strategies


Some Principles of Assessment

The use of traditional paper and pencil test is not

adequate to measure the many types of learning.

Employ authentic assessment through

performance-based and product-based task to cater student’s diversity and to

promote and measure higher and multiple various skills

Emphasize self-assessment to develop learners’

metacognition.

Always give a timely, sensitive and constructive

feedback.

What is feedback in teaching? Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim to (and be capable of) producing improvement in students’ learning.

Why feedback is important?

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning

Effective feedback helps students to develop their understanding and improve their

performance.

How do we give feedback?

Prepare or Construct the Test

Administer the test after you taught

If you trust students, let them check their work.

If you don’t trust them, or if it’s an activity they can’t check, let students pass

their work.

Discuss the correct answers to students.

Welcome and address students’ questions and

confusions.

For Objective Test: Ask students how many got correctly each specific

item.

For Objective Test: If majority of the class did not get a specific item,

explain the correct answer. If needed give

further example.

For Essay Test: Ask some students, to read and

explain their work. Give your comment. Explain the possible answers.

For Performance-based: Let students, perform,

rate them using the rubric, give your comment or feedback based on the

criteria on the rubric.

Guidelines in giving feedback (Marzano, Pickering & Pollock, 2001)

Feedback should be corrective in nature

Timeliness of feedback is essential to its effectiveness E.g. feedback is

given after an exam

Feedback should be specific to a criterion – it must be based on

a valid criterion or standard.

Students can effectively provide their own feedback through on-going self-evaluation.

MAIN ISSUE AND COMMON PITFALL

Congruency of:

Instructional Objectives

Evaluation

What do we mean by congruency?

• Congruent - agreeing; accordant with. • Congruency of Objectives and

Evaluation means that your test or assessment tool is measuring the objective that you set at the beginning of instruction in order to determine if you attain your objectives.

EXAMPLES OF CONGRUENCY

Example of Congruency in English

Lesson Objective

Identify the topic sentence of a

paragraph

Evaluation

Read the paragraphs below and identify their topic sentence.

Write the complete topic

sentence on the space below each

paragraph.

Example of Congruency in Social Studies

Lesson Objective

Name the capital of a given country without looking at

a world map or other reference

material.

Evaluation

Seatwork: Identify the capital of the

following countries. Write your answer on

the blanks before each number.

Ex. ___1. China

Example of Congruency in Science

Lesson Objective Differentiate the phases of matter (solid, liquid, gas) in terms of their

molecular structure and

chemical properties.

Evaluation

By means of a table or grid,

compare solid, liquid gas in terms of their

molecular structure and


Example of Congruency in Science

Lesson Objective: Differentiate the phases of matter (solid, liquid, gas) in terms of their molecular structure and chemical properties.

Properties Solid Liquid Gas

Arrangement of Molecules

Chemical Properties

EXAMPLES OF NON CONGRUENCY

Example of NON Congruency in English

Lesson Objective

Point out and explain the

significance and effect of the

author’s use of local color and

indirect speech.

Evaluation

Role play the climax scene of

the story.

Example of NON Congruency in Science

Lesson Objective Differentiate the phases of matter

(solid, liquid, gas) in terms of their molecular structure and


Evaluation

Draw and label the molecules of

a solid, liquid gas.

RELATIONSHIP OF OBJECTIVES,

PROCEDURE AND EVALUATION

Objectives

• “ends of teaching” • Embodies learning standards

Procedure

• “means to ends” • Lead to the attainment of lesson objectives • Enable learner for evaluation

Evaluation

• Test the attainment of the ends • Guide and indicator to attain the desire ends • Proofs of learning.

Objectives, Procedure and Evaluation must be

Parallel with one another.

Objectives Procedure Evaluation

Parallelism of Objectives, Procedure and Evaluation

Lesson Objectives

Write and deliver a speech following and applying the different

principles and guidelines of public

speaking.

Procedure: Lesson

Discussion and Practice

Discussion: Meaning, Types,

Purpose of Speech, Do’s and Don’ts in

Delivering a Speech, Techniques in

Speech Writing

Workshop and Practice: Public Speaking and

Speech Writing

Evaluation

Performance-based Task: Speech

Writing and Speech Delivery evaluated

by means of a rubric where the necessary

guidelines, criteria and indicators for a good speech are

clearly defined and specified.

Why do we call the fourth part of the

lesson plan “evaluation” and not

assessment, measurement or test?

What does this imply about the things that

a teacher must do before s/he leaves the

class?

“Evaluation” as Lesson Plan’s Heading

A teacher must already be able to evaluate at the end of the lesson before s/he say his or her last words of

“good day and thank you students” i.e.

The teacher knows if s/he meets his/her

target

The teacher knows how

many students have passed or

failed

The teacher has already made some

judgment why students

passed or failed

The teacher has already

given feedback to students.

Students know they

performance i.e. why they

passed or failed.

The teacher has already made some decisions

(proceed to the next lesson or

reteach?)

“Evaluation” as Lesson Plan’s Heading

Hence, a teacher who: gave a quiz or an activity but

did not check and explain the correct answers

Did measure because s/he administered a test but s/he did

NOT evaluate

just talk and talk for the whole lesson and said “good

day class”

Did NOT measure and did NOT evaluate (NOTE: Even though the plan is a unit plan, you still need to do a formative check for the day!)

How do we evaluate? Collect and arrange students’ work according to score in a

descending order from highest to lowest.

See and determine how many passed and how many failed in relation to the lesson

standards as stated in the preamble of the lesson plan.

How do we evaluate?

Situation: 50 fourth year

students took a 10-item quiz

85% of 50 fourth year students =43 students

90% degree of proficiency in a 10-item quiz = 9

Standard of Success: 43 students must score 9 or 10 in order to say that you have met your target

and in order for you to move to the next lesson

At the end of the 60-minute lesson, 85% fourth year students are expected to do the following with at least 90% degree of proficiency.

How do we evaluate? At the end of the 60-minute lesson, 85% fourth year students are expected to do the following with at least 90% degree of proficiency.

What to do with the 15% or the 7 students who supposedly failed the quiz? What to do with the 15% or the 7 students who supposedly failed the quiz?

Should the teacher give extra reinforcement activity, hold are remedial session? Principle: No Child Left Behind

To meet the target, 43 students must score 9 or 10 yet: To meet the target, 43 students must score 9 or 10 yet:

Part of Evaluation of the Teacher or the decision-making of the teacher is:

V. BASIC CONCEPTS

ABOUT HOMEWORK

Clarification of Terms

Homework

Assignment

Agreement

Homework

It is a task that a learner can do at

home and it should be done at

home.

E.g. “In your notebook, answer the following math problems on

page 72 of your book.”

Assignment

It is a task that a learner can do

anywhere as long as the learner can accomplished it before due date.

E.g. “Look for an article in the net or in

the library’s news clippings that is similar

to the issue that we have discussed, paste

it on a bond paper.”

Agreement

It is a consensus or a contract that

students and teachers have

mutually agreed upon.

E.g. “Class, Let’s have an agreement! Please

bring manila paper tomorrow for our

activity. No manila paper means zero. Is our agreement clear?”

In essence Homework is a:

Reinforcement Activity of the

lesson for Struggling Learners

Enrichment Activity of the lesson for Fast or Gifted

Learners

Preparatory Activity for the Next

Lesson.

Homework: Guidelines and Proper Structuring

Match the amount and difficulty of the homework to your students’ level.

Design the homework in such a way that HOTS will be utilize. (E.g. Instead of Identification of basic terminologies, why not let students do concept mapping of the previous lesson’s concepts and the next lesson’s concepts.)


Homework should require and reinforce study skills and research skills.

Communicate and explain the purpose and outcome of the homework.

Directs students’ attention to the important points in the assignment.


Make clear all the questions, procedures and instructions of the homework. If necessary, provide examples or demonstrate how to

answer a particular item.

Give the criteria for evaluation or the rubric for the homework.


Do a formative check if your students really understand the meaning of the homework.

Ask for questions and clarifications.

Suggests ways to successfully accomplish the assignment. This is part of your

instructions.


Assignments should never be given as punishments.

Provisions for enough time to complete the homework must be considered.

Assignments must be check and must always be related to previous or next lesson

Bibliography: • Acero, V. O., Javier , E. S., & Castro , H. O. (2007). Chapter

1: Understanding Teaching. In Principles of Teaching 1. Quezon City: Rex Bookstore, Inc.

• Corpuz, B. B., & Salandanan, G. G. (2007). The Elements of

Teaching and Learning. In Principles of Teaching . Quezon City: Lorimar Publishing , Inc.

• McMillan, J (1997). Classroom Assessment Principles and Practice for Effective instruction, Boston: Allyn and Bascon

• Gutierrez, D. (2007). Assessment of Learning Outcomes: Cognitive Domain Book 1. Kerusso Publishing House, Malabon City

“In reality, hindi lahat ng naaral sa College of Education ay mai-aaply sa sistema ng ating education. Yet, to our best we, teachers try to continuously learn and find ways to be resourceful and innovative in order to improve the state of our educational system and our own classrooms. Despite all of the inadequacies and deficiencies, for as long as we know the meaning of what we are doing and learning, we can guarantee that we will be able to continuously make positive changes.”

~ Dr. Allan de Guzman

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