SD_Instructional-Design-Frameworkzz.pptx

Editor's Notes

1. Introduction: Welcome the participants and set the tone for the training. Say: Good morning/afternoon, dear fellow school leaders/teachers!
2. Introduction: Welcome the participants and set the tone for the training. Say: Good morning/afternoon, dear fellow school leaders/teachers!
3. Do. Present Slide Deck 2 Say: This is Session 6 – Overview of the Instructional Design Framework of the K to 10 MATATAG Curriculum I am ______________your partner in this journey
4. Say: This will be an hour and a session. The following are the objectives of the session. Do: Show slide 4
5. Say: This are the professional standards covered Do: Show slide 5
6. Do: Show slide deck 6 Say: This is the flow of the session
7. Do: Show slide deck 7 Say: The slide reflects the content of the session
8. Note: If the participants have an internet connection the use of Mentimeter is recommended. However, if the connection is unstable, please use the paper and pencil strategy for the Anticipation Guide (see slides 9 and 10). Do: Show slide 7 Say: Given the situation and our experience during the first day and with my desire to use technology I seek the help of my colleagues to enhance my paper and pencil anticipation guide activity by using a mentimeter
9. Note: Use this as an alternative for Mentimeter. Do: Divide the participants into 4 groups. Say: Let’s count 1 – 4. All number 1 should sit together, so with numbers 2, 3 and 4. Name your group and come up with a yell. I’ll give you a minute to do this. Ask: Are you ready? Ans. Yes! Say: As I call each group, tell me the group’s name and say your yell. Say: Excellent! Thank you, everyone! Do: Provide the participants with a copy of the anticipation guide. Show Slide 8-9 Say: Let’s take a look at slide 7 & 8. May I ask group 1 to read the directions. Thank you, group 1. Let’s start using the sheet provided in answering the anticipation guide. We have 3 mins. to do this. Say: Let’s record your answers on the chart. (Prepared earlier for posting.)
10. Analysis Ask: What have you noticed in your responses? Ans. Differences/Similarities Ask: Why do you think so? Ans. We have different beliefs and experiences. Say: Let’s go back to your answers after the session.
11. Note: If the participants have an internet connection the use of Mentimeter is recommended. Do: Show slide 10 Say: We will use the same code for our next activity, In this activity you are going to encode one or two words which you think can best respond to the given questions
12. Note: Use this as an alternative for Mentimeter. Activity: “Send me an answer” Using the same group proceed with the Activity. Do: Show Slide 10 Say: We will have another activity. “Send me an Answer” Do: Read the directions on slide 10 Do: Show Slide 11
13. Do: Show Slide 12
14. Ask: What did you discover while doing the activity? Ans. Those ideas can be shared by the group. Each group contributed to the question.
15. Ask: What are the aspects/phases of an Instructional Design? Ans. The aspects/phases of an instructional design are Context, Connection, Collaboration, and Creativity
16. Ask: What are the Principles to be considered in developing an instructional design? Ans. The Principles underlying the instructional design are: Inclusive, Ideational, Integrative, and Innovative.
17. Ask: What are the essential learning events in the teaching and learning process? Ans. The four essential learning events of the IDF are: Engage, Explore, Experience, and Empathize
18. Ask: What should be the components of an IDF? Ans. The components of the Instructional Design Framework are 1. The Principles, 2. The Aspects 3. The Events, 4. Curriculum, Teaching and Assessment, 5. Suggested Pedagogical Approaches
19. Ask: How did you come up with this summary? Ans. Through the activity, collaboration – every group was given the chance to share their answers to the questions.
20. Ask: What process did we use to develop the answers during the activity? Ans. Collaborative Game
21. Say: Using the results of the activity earlier, let’s check on the Instructional Design Framework prepared by BLD to have a better understanding of the IDF through its components: the Principles, the Aspects, the Events, the curriculum, teaching, and assessment. First, we need to understand what an Instructional Design Framework is. Ask: What is an Instructional Design Framework? Can anyone share their thoughts? Ans. An Instruction Design Framework serves as a guide in the teaching and learning process. Do: Show Slide 19
22. Say: An instructional framework provides a cohesive structure made up of proven components, but it is adaptable as to how it works with varying teaching styles, content areas, and learner needs. IDF, therefore, sets the standards of an effective teaching and learning process yet, allows teacher to unleash their creativity with confidence that their learners are going to be successful. Do: Show Slide 20
23. Do: Show Slide 21-22 Say: The slide shows the Instructional Design Framework (IDF). Say: Let us have a better understanding of the framework by exploring the details of it. Say: Thank you for your responses.
24. Say: As we all know the CORE/CENTER/HEART of everything that we do in education is the LEARNER. Ask: Then we ask, what is it in the learner that we should consider to help her/him achieve the educational goal as we develop instruction or (teaching and learning)? Ask: Can anyone tell the group what are the aspects that need to be considered in instructional design? Say: Think about what we had in the activity. Ans. The aspects/phases of an instructional design are Context, Connection, Collaboration, and Creativity
25. Do: Show Slide 23 Say: The red circle after the learner are the Aspects that need to be considered in the teaching and learning process or the 4 C’s context, connection, collaboration, and creativity that will emanate as learners take charge of their own learning while teachers are responsive to learners' needs.
26. Ask: What do we mean when we say context/connection/collaboration/creativity? Can anyone share their ideas? Ans. Context refers to the situation/background/experiences of the learner that they bring as a foundation to learning
27. Say: Connection refers to interrelatedness of the learners experiences, in the learning areas which they can transfer to enhance learning Say: Yes, thank you all for sharing your ideas.
28. Do: Show slide 25 Say: The next C which is collaboration refers to the process by which the learners work together to achieve the objectives
29. Do: Show slide 26 Say: The last aspect is Creativity, this allows the learners to use their imagination and critical thinking skill to create meaning forms of what they have learned
30. Do: Show slide 28 Say: The table on slide 28 provides specific details of the different aspects.
31. Do: Show slide 29 Say: The next circle refers to the instructional principles considered in this IDF, or we call it the 4 I’s; Inclusive, Ideational, Integrative, Innovative. This means that teachers must be able to discern and demonstrate how various pedagogical approaches in the curriculum will reflect the design of learning activities.
32. Being Inclusive focuses on designing learning experiences that are accessible and meaningful for a learner, regardless of their backgrounds or abilities.
33. Ideational involves generating ideas or concepts that can be used to describe a thought process or mental framework and is focused on techniques to come up with as many ideas as possible, development and exploration of propositions, without judgment or criticism.
34. Integrative, on the other hand, refers to something that combines or brings together different elements or aspects into a unified whole. It can be used to describe a variety of concepts and practices across various fields.
35. And the last one is Innovative, this involves exploring new and creative ways to design and deliver instruction. It includes the use of emerging technologies, varied teaching methods, and innovative assessment strategies to keep learners' experiences motivating and engaging.
36. Do: Show slide 34 Say: The table on slide 34 provides specific details of the different principles.
37. Do: Show slide 35 Say: The yellow circle in the Framework refers to the Facets/Events or we call it as the 4 E’s Engage, Explore, Experience and Empathize.
38. Ask: What do we mean when we say engage/explore/experience/empathize? Please share your ideas. Ans: Engage as an event in the teaching and learning is providing opportunity for learners to actively participate in an activity. It focuses on capturing the learner's attention and generating interest in the learning process. Say: Yes, thank you all for sharing.
39. Ask: What do we mean when we say engage/explore/experience/empathize? Please share your ideas. Ans: Explore, on the other hand, refers to an opportunity to discover new concepts and ideas. Say: Yes, thank you all for sharing.
40. Ask: What do we mean when we say engage/explore/experience/empathize? Please share your ideas. Ans: While, experience refers to an event in the teaching and learning that will allow learners the opportunity to apply the KSA in their daily life. Say: Yes, thank you all for sharing.
41. Ask: What do we mean when we say engage/explore/experience/empathize? Please share your ideas. Ans: For empathize because they apply or practice what they have learned the more they can relate to the situation.  Say: Yes, thank you all for sharing.
42. Do: Show slide 40 Say: The slide shows the details of the different learning events.
43. Do: Show slide 41 Say: The Peripheral of the framework are the Curriculum, Teaching, and Assessment. Ask: Can anyone share their thoughts about the components of the framework? Why is curriculum part of the framework? Ans. Curriculum is the backbone of education. It is the blueprint for the concepts that must be taught to learners for them to satisfy the subject requirements. Ask: How about Teaching? Ans. Refers to the profession concerned primarily with classroom instruction. It also refers to the process of ensuring that learning happens inside the classroom. Ask: How about Assessment? Ans. Assessment, on the other hand, refers to the formative assessment which may be an assessment for learning so that teachers can make adjustments in their teaching or assessment as learning wherein learners reflect on their own progress.
44. Do: Show slides 42 - 51 Say: The next few slides will show us the different suggested pedagogical approaches for each of the learning areas. This will be discussed in detail to include how it is in the lesson in your respective Learning Areas (LAs) during the breakout. Say: Thank you everyone for sharing your ideas. We’re done with our journey in understanding the Instructional Design Framework.
45. Slide 42 presents the suggested pedagogical approaches for Filpino
46. Say: Before we end the session, let’s go back to our anticipation guide. Ask: Have you changed your mind with your answers, or have you affirmed what you had agreed to in the first place? Ans: After listening to the session, there are areas that we have to change our answer. Ask: How about your responses to the activity? Ans: It’s a realization that we have the idea and in fact we had been doing this only that we don’t know what are these and how these help and improve the teaching and learning process. Do: Call 1 or 2 participants to provide responses. Say: Thank you for sharing sir/ma’am
47. Do: Show slide 52 Say: Just to ensure that we had a better understanding of what an Instructional Design Framework is and its components let’s read slide 52 – 53
48. Do Show slide deck 53 Say The slide showed in summary the 3 major components of the IDF The principle or we call/remember it as the 4Is The aspects or we call/remember it as the 4Cs The Facets/Events or we call/remember it as the 4Es
49. Ask: What is your reflection on this statement? What is the implication of this to us educators? In the Instructional Design Framework? Say: This statement implies that the learners cognitive development should be the goal of the teaching and learning process.
50. Say: The Science of Learning is a product of billions of research conducted by cognitive or brain scientists to be able to provide evidence-based core on how students learn and its implications to teaching and learning.
51. Say: To learn, learners must transfer information from working memory (where it is consciously processed) to long-term memory (where it can be stored and later retrieved). Cognitive development does not progress through a fixed sequence of age-related stages. The mastery of new concepts happens in fits and starts. The background knowledge of the learner is very important in his/her acquisition of new concepts therefore teachers should “START FROM WHERE THE LEARNER/S IS/ARE. Content should not be kept from learners because it is “developmentally inappropriate.” The term implies that there is a biologically inevitable course of development and that this course is predictable by age. To answer the question “Is the student ready?” it is best to consider “if the student has mastered the prerequisites?”
52. Say: Practice is essential to learning new facts, but not all practice is equivalent. When we say PRACTICE we mean DELIBERATE PRACTICE, which is specific and/or focused and is related to the skills to be developed. Deliberate practice leads to mastery and automaticity. Teachers can explain to students that trying to remember something makes memory more long-lasting than other forms of studying. Teachers can use low- or no-stakes quizzes in class to do this, and students can use self-tests.
53. Say: As a result of the deliberate practice during the engage and experience part of the lessons learners build concepts in their long-term memory which will later be used as their foundation to learn more difficult concepts by building upon those prerequisites. Effective feedback is often essential to acquiring new knowledge and skills. Good feedback is: 1. specific and clear; 2. focused on the task rather than the student; and 3. explanatory and focused on improvement rather than merely verifying performance
54. Say: We understand new ideas via examples, but it’s often hard to see the unifying underlying concepts in different examples. Teachers can alternate concrete examples (e.g., word problems) and abstract representations (e.g., mathematical formulas) to help students recognize the underlying structure of problems. The power of seven (7) and the need to chunk implies that for broad concepts we need to unpack to avoid knowledge overload. This is also where Dr. Pegg stressed the disadvantage of multitasking which our brain is not designed so it might result to inefficiency. To develop metacognition skills, to think beyond thinking and explore ideas, integrate them, and finally innovate
55. Say: Self-determined motivation (a consequence of values or pure interest) leads to better long-term outcomes than controlled motivation (a consequence of reward/punishment or perceptions of self-worth) The ability to monitor their thinking can help students identify what they do and do not know, but people are often unable to accurately judge their learning and understanding We must provide learners with developmentally appropriate teaching and learning materials and processes/practices. We allow them to commit mistakes and learn from them. There was a study by Hattie presented by Dr. Pegg during our session in Linden Suite showing the “effect size” which you will be surprised by how effect size is measured.
56. Note: Use this as an alternative for Mentimeter. Do: Show Slide 55 Say: Using the reflection journal, have the participants do “Think – Pair – Share” Say: You’re done with your reflection journal, right? “Think”. This time I want you to turn to the person next to your right “pair” and talk about your responses for 2 minutes. Then, may I ask 1 or 2 participants to “share” what they have discussed during the “pair” session. Then we will have one or two to share it in the plenary Say: Thank you so much for the sharing your thoughts on the importance of Instructional Design Framework in the Teaching and Learning Process.
57. Note: Use this as an alternative for Mentimeter. Do: Show slide 56 Say: For our final activity let us use this code to to write your reflections on what have you realized in this session. Write one or two sentences which depicts your reflection about the session.
58. Do: Show Slide 55 Say: Using the reflection journal, have the participants do “Think – Pair – Share” Say: You’re done with your reflection journal, right? “Think”. This time I want you to turn to the person next to your right “pair” and talk about your responses for 2 minutes. Then, may I ask 1 or 2 participants to “share” what they have discussed during the “pair” session. Then will ask one or two to share it in the plenary. Say: Thank you so much for the sharing your thoughts on the importance of Instructional Design Framework in the Teaching and Learning Process.
59. Closure Do: Show Slide 56 Say: In closing, I want us to read the quotation on the slide. Do: Read the quotation Say: Thank you for your active participation! God bless everyone!