Lesson 6: Instructional Planning Models

embarrassed because of mistakes or different views. Most importantly, you must create an atmosphere where students are open to learning through the activities you prepared and interactions with their classmates.

5. Availability of resources

Take into consideration the instructional materials that you will be needing before you write your lesson plan. Is a blackboard available? If not, can you improvise? Are there specific manipulatives that you need? Where can you get them? Can you make them instead? Do you need technology resources? Have you checked whether your devices are compatible with what are available in school? These are some of the questions that you can reflect on.

Experience

The next activity will delve into the experiences of math teachers and will give you insights on effective lesson planning.

Interview three experienced primary grades (Grades 1, 2, or 3) mathematics teachers. Ask him/her the following question: "If you were to give a piece of advice about lesson planning to your rookie teacher self, what would it be?" What are common about their responses? Write them down below.

Assess

Answer the following questions to verbalize your understanding of the things to consider when planning instruction in mathematics.

1. In addition to what has been discussed, explain why content, objectives, students, learning environment, and availability of resources are the essential considerations in planning a lesson.

2. Sketch an infographic about the difference of growth mindset and fixed mindset.

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Challenge

1

The following questions will challenge your reasoning and critical thinking skills. It will also initiate reflection on the kind of mathematical mindset you had as a student.

1. Why is it important to be in consultation with the curriculum guide when planning instruction?

2. Why do you think is having a fixed mindset a setback in learning? Can you think of specific examples when you were a student and had a tendency of having a fixed mind pattern?

Harness

You will come face-to-face with an actual lesson plan in the following activity. This aims to give you an initial exposure to the components of a lesson (which will be discussed in the next chapter) while focusing on how content, objectives, and students were given attention to in the plan. This activity will be part of the learning portfolio which you will compile at the end of this module.

Borrow a lesson plan from a primary grade mathematics teacher. Give specific examples in his/her lesson plan wherein you saw the conscious consideration for content, objectives, students, learning environment, and availability of resources.

Content

Objectives

Students

Learning environment

Availability of resources

Before writing a lesson, teachers are expected to thoughtfully contemplate on the objectives, review the content, and get to know the learners. Doing these will help them plan a relevant and effective lesson for the learners.

O b j e c t i v e s

Demonstrate understanding and appreciation of the most commonly used instructional planning models in the Philippines

Intro duction

Now that you have learned the things to consider when planning instruction, you are ready to create one yourself. Teachers usually plan lessons following a specific model. In this lesson, you will learn about the two most commonly used instructional planning model in the Philippines and their common features.

T h i n k

There are many instructional planning models that mathematics educators have constructed, but the two most widely used in the Philippines are the ADIDAS and the Five Es models.

ADIDAS stands for Activity, Discussion, Input, Deepening, Activity, and Summary.

Activity. The lesson begins with an activity that will later facilitate a meaningful discussion about the topic of the session. In other words, the activity introduces the topic to the students. This activity must be motivating and engaging to catch the attention of the students.

Discussion. The lesson proceeds with the processing of the activity. In this part, the students, as facilitated by the teacher, talks about, their experiences during the activity. Here, the questioning skills of the teacher is important because he/she must be able to direct the discussion toward the targeted lesson.

Input. In a traditional classroom, the Input is where the teacher lectures. However, in a constructivist classroom, this is the part where the students would share the concepts that they learned based on the activity and the discussion. Nevertheless, no matter which learning theory is applied in the lesson, this is the part where the concepts are clearly established.

Deepening. Here the teacher asks questions that will engage the students to critical and creative thinking. Nonroutine mathematical problems or real-life word

Activity. In mathematics, this is the part where the students verify what they have just learned by solving mathematical problems. Depending on the need, the students may be engaged in guided practice and/or individual practice. Sometimes, the teacher facilitates games in this part of the lesson.

Synthesis. The last part of the ADIDAS model is the Synthesis. Here the students are given the opportunity to express what they have learned by verbally giving a summary of what transpired in class and what they have learned. The students may also be given a short assessment to give the teacher feedback on what they have learned.

Another commonly used instructional planning model in our country is the Five Es. The Five Es are Engage, Explore, Explain, Elaborate, and Evaluate.

Engage. This part activates the students' prior knowledge and engages them into new concepts by doing short activities. The aim of this part is to arouse the students' curiosity.

Explore. In this part, the students are exposed to different experiences that will facilitate the discovery of new concepts. Explore may involve observation exercises, simulations, or manipulations of instructional materials. The goal here is for the students to discover something new.

Explain. Here the students explain what they have experienced in Explore. The role of the teacher is to facilitate the discussion that should lead to students seeing patterns that will help them to describe the new concept in their own words.

Elaborate. The Elaborate part of the lesson allows students to expand their understanding of the concept by applying the concept that they have learned in solving mathematical problems.

Evaluate. The last part of the Five Es model, Evaluate, lets the teacher and the students evaluate their learning. Though giving short exercises are usually the mode of evaluation, the teacher can be creative by implementing other evaluation activities.

Experience

Aside from the components of whatever instructional planning model, an instructional plan also reflects basic information about the lesson like prerequisite

30 [ TEACHING MATHEMATICS IN THE PRIMARY GRADES

knowledge and skills, time allotment, materials needed, etc. Below is a sample template of a lesson plan.

Subject:

Grade Level:

Duration:

Objectives:

At the end of the session, the student will be able to:

Prerequisite Concepts/Skills:

New Concepts/Skills:

Materials:

References:

- a s : :

Activity Duration (Number of Minutes) Teacher's Role Students' Role

A s s e s s

1

Answer the following questions to verbalize your understanding of instructional planning models commonly used in math.

1. Did you notice any similarity between the ADIDAS and the Five Es model? Match the components of the two models to summarize the similarities that you saw.

Activity • Engage

Discussion • Explore

Input • Explain

Deepening • Elaborate

Activity • Evaluate

Synthesis

2. Explain the matching you did in #1.

Challenge

Even though ADIDAS and Five Es are commonly used, they also receive criticisms such as not being applicable to some topics in math. The following questions will challenge your reasoning skills regarding this issue of applicability of instructional planning models.

1. Do you think the ADIDAS or the Five Es model is applicable to planning any lesson in mathematics? Explain your thought.

2. What if, in the school where you will be employed, a different instructional planning model is used. Do you thinkyou will have a hard time adjusting? Explain.

Harness

In this activity, you will be asked to refer to the lesson plan you previously studied in Chapter 5. This time focus your analysis on the different components of the lesson plan in relation to the ADIDAS and Five Es models. This activity will be part of the learning portfolio which you will compile at the end of this module.