LESSON 2: INSTRUCTIONAL PLANNING CYCLE

Compound words - a combination of two root words to form a new meaning (O'Grady, Archibald, 2016). Syntax is defined as the set of statutes and principles that govern sentence structure and word order in a language (Chomsky, & Lightfoot, 2002). What is the common order of subject, verb, and object or predicate in the language being studied? Write an example on the right. Constituents - the sub-units in a sentence that provide a complete thought. Synctactic category - a family of expressions that can be substituted for one another without losing proper grammar. For example, there are four synctactic categories in the sentence 'The bird is flying above the field." These are: "the field", "above", "is flying," and 'The bird." Semantics is defined as the study of linguistic meanings. Anomaly - a situation when specific words or phrases cannot be combined to make sense. For instance, the phrase "colorless green" does not make sense since green is a color and "colorless" means "without color" (Fromkin, Rodman, Hyams, 2018). Metaphor - a figure of speech where one object or idea is used to refer to another object or idea for rhetorical purposes (Merriam-Webster dictionary, n. d.) Idioms - expressions established by societal norms to have meaning aside from what it literally indicates (Tom, 1992). Pragmatics is defined as the study of unseen or hidden meanings in different languages apart from its content. This meaning is provided by the context and a pre-existing knowledge of the perceiver about the utterance.

Physical context - the actual location, apart of the utterance, that provides the context.

Linguistic context - the context provided by the utterance itself.

Deixis - words that cannot be identified without the context. Examples of these words are here, there, him, her, yesterday, and tomorrow. References - the act of which the speaker specifies an orientation or a position for the deixis. Inference - the perceiver's use of additional information not provided in the utterance in order to understand the message. Anaphora - another term, for instance a pronoun, used to identify an object that is being referred to for the second time (Yule, 2016).

Lesson Synthesis:

1. In your own words, how would you define mother tongue?

2. Why did you include those elements in your definition?

3. In your opinion, why do the laws and policies mentioned advocate for the mother tongue as a medium of instruction?

4. What would happen if another language, not the mother tongue, was used as a medium of instruction in the early grades? Why?

UNIT SUMMARY

Bravo! You have reached the end of Unit 1! We hope that you now have a clearer picture of MTB-MLE in terms of its educational goals, guiding principles, curriculum framework, key stages and standards, and the overall significance of recognizing the cultural and lingusitic diversity of our country as a potent means of advancing quality education for all. In the next chapter, you will be guided in developing instructional plans in teaching Mother Tongue as a subject or learning area.

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Planning instruction is a complex process requiring knowledge of planning components such as what to teach, how to teach, and how well the students should know the content after the lesson (Hunt et al., 1999). Planning also involves consideration of any influences (physical, emotional, psychological, social, and technological) that may affect student learning. Effective instruction does not only entail coming to class and delivering a lesson; it entails helping students progress from one place to another in their understanding and ability to do certain things (Teach for America, 2010). Through formulating effective plans, constantly monitoring student progress, engaging in critical thought and reflection, and adjusting their plans to be most effective, teachers move their students' content and performance mastery to the next level.

This unit aims to sharpen your knowledge and skills necessary to engage in this process of instructional planning.

F

What learning activities will enable the students to acquire target knowledge, and develop target skills and competencies? G How much time will each activity require? H What are the interests and learning preferences of the students? 1 What are the criteria for success? How well should the students know the content after instruction? J How will the student outputs be graded? K What do students already know about the topic?

Write in column A the components of an instructional plan. Then, in column B, illustrate in a diagram or graphic organizer the relationship among these components.

Robert Gagne, a renowned educational psychologist, developed Nine Events of Instruction which has guided trainers and educators in designing instruction for trainings and classroom-based teaching.

Gaining attention (reception)

Informing learners of the objective (expectancy)

Stimulating recall of prior learning (retrieval)

Presenting the stimulus (selective perception)

Providing learning guidance (semanticencoding)

Eliciting performance (responding)

Providing feedback (reinforcement)

Assessing performance (retrieval)

Enhancing retention and transfer (generalization)

The nine events of instruction can be divided into three segments.

Gaining attention Informing learners of the objective Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer

In small groups, discuss answers to the following questions: 1. Which of the nine events do you include in your instructional planning? 2. Which of the nine events do you include in your planning for Mother Tongue-

Based Instruction? 3. What do you consider in choosing these priorities? 4. Which is the most important and why?

Instruction a Practice

Murthy and Ram's (2015) Integrative Approach to English Language Teaching in L2 1. Activating prior knowledge 2. The Teaching-Learning Cycle a. Building knowledge of the field (vocabulary building, sharing prior experiences, practicing grammatical patterns, meaning-making, and communicative activities) b. Modeling the genre under focus c. Joint construction of the genre (oral to written form) d. Independent construction of the genre 3. Evaluation of learners

In what ways are they similar? In what ways are they different?

IV. APPLY

1. For each event in Gagne's list, come up with tips and guidelines for teachers.

Read relevant print and online sources.

Example: Techniques for gaining learner's attention: stimulate learners' attention with novelty or surprise • pose thought-provoking questions present an intriguing problem • present meaningful and relevant challenge

Events o f Instruction Tips a n d M i id e l i n e s f d r t e Gaining attention Informing learners of the objective Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer