2| Content & Pedagogy for the Mother Tongue 23

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UNIT 2: INSTRUCTIONAL PLANNING FOR THE 3
MOTHER TONGUE

2.0 Intended Learning Outcomes

a. .Identify the events that must be included in an instructional planning cycle
b. Compare and contrast the ADDIE (Analysis, Design, Development,
Implementation and Evaluation) Instructional Planning Model and the K to 12
Lesson Plan Format
c. Select appropriate instructional strategies, methods and techniques for the
development of a lesson plan in the Mother Tongue
d. Develop an instructional plan for Mother Tongue instruction

2.1. Introduction
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.

SITUATION #1:
Teacher Anna is
having her graded recitation
in English 4 and instructed
her class to answer in
English. As she was asking higher order thinking
skill’s questions to the class, she noticed that
most of her students keeps on looking at the floor
trying to avoid her eyes. One of her students raise
her hand and answered her question in the
vernacular. Although the student’s answer is
correct but the answer was in the vernacular.
https://www.sila.org.au/projects/mayoyao/

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Answer the following questions:
1. If you were the teacher, how are you going to rate the student’s performance? 4
2. Can the teacher use the same rubric for students answering in English to the student’s
answer in the vernacular? Why?
(Write your answer on a separate sheet of paper using legible cursive writing. This activity will be
credited to your Class Participation.)

2.2. Topics
2.2.1. Components of Instructional Planning and its Cycle

2.2.1.1. GAGNÉ'S NINE EVENTS OF INSTRUCTION

In 1965, Robert Gagné proposed a series of events that are associated
with and address the mental conditions for learning. Each of the nine events
of instruction is highlighted below, followed by sample methods to help
implement the events in your own instruction. Use Gagné’s nine events in
conjunction with Bloom’s Revised Taxonomy to design
engaging and meaningful instruction. The following steps
have been adapted from Gagné, Briggs, and Wager (1992).

1. Gain attention of the students

Ensure the learners are ready to learn and
participate in activities by presenting a stimulus to capture
their attention.
These are a few methods for capturing learners’ attention:
 Stimulate students with novelty, uncertainty, and
surprise
 Pose thought-provoking questions to students
 Have students pose questions to be answered by other
https://educationlibrary.org/gagnes-nine-
students
events-of-instruction/  Lead an ice breaker activity

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and individual lessons to help
them understand what they are expected to learn and do. Provide objectives before instruction
begins.
Here are some methods for stating the outcomes:
 Describe required performance
 Describe criteria for standard performance
 Have learners establish criteria for standard performance
 Include course objectives on assessment prompts

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they already
know or something they have already experienced.
There are numerous methods for stimulating recall:
 Ask questions about previous experiences
 Ask students about their understanding of previous concepts
 Relate previous course information to the current topic

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 Have students incorporate prior learning into current activities
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4. Present the content
Use strategies to present and cue lesson content to
provide more effective instruction. Organize and group content in
meaningful ways, and provide explanations after
demonstrations.
The following are ways to present and cue lesson content:
 Present multiple versions of the same content (e.g.
video, demonstration, lecture, podcast, group work, etc.)
 Use a variety of media to engage students in learning
 Incorporate active learning strategies to keep students
involved
 Provide access to content on Blackboard so students can
access it outside of class

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In
other words, help students learn how to learn.
The following are examples of methods for providing learning guidance:
 Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the
student learns and masters the task or content
 Model varied learning strategies – e.g. mnemonics, concept mapping, role playing, visualizing
 Use examples and non-examples – examples help students see what to do, while non-examples
help students see what not to do
 Provide case studies, visual images, analogies, and metaphors – Case studies provide real world
application, visual images assist in making visual associations, and analogies and metaphors use
familiar content to help students connect with new concepts

6. Elicit performance (practice)

Have students apply what they have learned to reinforce new skills and knowledge and
to confirm correct understanding of course concepts.
Here are a few ways to activate learner processing:
 Facilitate student activities – e.g. ask deep-learning questions, have students collaborate with
their peers, facilitate practical laboratory exercises
 Provide formative assessment opportunities – e.g. written assignments, individual or group
projects, presentations
 Design effective quizzes and tests – i.e. test students in ways that allow them to demonstrate their
comprehension and application of course concepts (as opposed to simply memorization and
recall)

7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to
allow students to identify gaps in understanding before it is too late.
The following are some types of feedback you may provide to students:
 Confirmatory feedback informs the student that they did what they were supposed to do. This
type of feedback does not tell the student what she needs to improve, but it encourages the
learner.
 Evaluative feedback apprises the student of the accuracy of their performance or response but

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does not provide guidance on how to progress.
 Remedial feedback directs students to find the correct answer but does not provide the correct 6
answer.
 Descriptive or analytic feedback provides the student with suggestions, directives, and
information to help them improve their performance.
 Peer-evaluation and self-evaluation help learners identify learning gaps and performance
shortcomings in their own and peers’ work.

8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated
course objectives.
Some methods for testing learning include the following:
 Administer pre- and post-tests to check for progression of competency in content or skills
 Embed formative assessment opportunities throughout instruction using oral questioning, short
active learning activities, or quizzes
 Implement a variety of assessment methods to provide students with multiple opportunities to
demonstrate proficiency
 Craft objective, effective rubrics to assess written assignments, projects, or presentations

Implement a variety of assessment methods to provide students with multiple

opportunities to demonstrate proficiency.

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course
concepts to potential real-world applications.
The following are methods to help learners internalize new knowledge:
 Avoid isolating course content. Associate course concepts with prior (and future) concepts and
build upon prior (and preview future) learning to reinforce connections.
 Continually incorporate questions from previous tests in subsequent examinations to reinforce
course information.
 Have students convert information learned in one format into another format (e.g. verbal or
visuospatial). For instance, requiring students to create a concept map to represent connections
between ideas (Halpern & Hakel, 2003, p. 39).
 To promote deep learning, clearly articulate your lesson goals, use your specific goals to guide
your instructional design, and align learning activities to lesson goals (Halpern & Hakel, 2003, p.
41).

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

INSTRUCTION AND
PREPARATION PRACTICE ASSESSMENT
AND TRANSFER
 Gaining attention  Presenting the
 Informing learners stimulus  Assessing
of the objective performance
 Providing learning
 Stimulating recall of guidance  Enhancing
prior learning retention and
 Eliciting
transfer
performance
 Providing feedback

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Therefore, Gagné’s nine events of instruction can help you build a framework to prepare
and deliver instructional content while considering and addressing conditions for learning. 7
Ideally, you should prepare course goals and learning objectives before implementing the nine
events—the goals and objectives will help situate the events in their proper context. The nine
events of instruction can then be modified to fit both the content and students’ level of
knowledge.
2.2.1.2. MURTHY AND RAM’S (2015) INTEGRATIVE APPROACH TO ENGLISH
LANGUAGE TEACHING IN L2
The integrative approach is proposed to give a
true language environment to learners to develop listening,
speaking, reading and writing (LSRW) skills in a meaningful
context. One of the elements of language is to accomplish social
purposes. In a language classroom, teachers build up an
authentic environment for social interaction among learners
(Lightbown & Spada, 1993; Long & Porter, 1985). The subjects
and learning exercises must be applicable and fascinating to the
learners. The learning of grammatical rules is embedded in
communicative activities. On the other hand the behaviorist
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assumption of the learner as a black slate, the integrative
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ROACH
information. It treats learners as individual thinkers, capable of
performing challenging tasks. This approach concentrates on adapting as a procedure in which
learners will be furnished with adequate chances to comprehend and practice ideas that are
introduced to them. Errors are dealt with as a feature of the learner's learning procedure.
Teachers give a low-anxiety environment that permits learners to take risks. Corrections are
made through modeling from teachers or associates (Krashen & Terrell, 1983; Pica, 1994).

2.2.1.2.1. Principles and Practices

Some of the core elements of Integrated Approach are:
 Firstly, integration suggests that reading; writing, speaking, listening and thinking are
developed together concurrently; hence, should not be educated as separate topics (Cooper,
1993). For example, students can learn about reading and writing while listening; they learn
about writing from reading and gain knowledge about reading from writing (Newman, 1985).

 Secondly, integration means that language and literacy are useful tools, rather than
curricular subjects to be studied; hence, school subjects are seen as a basis for integration (Gavelek
et al., 1999). In traditional classrooms, subjects or content knowledge is secluded into subjects
that do not really promote broad understandings and interrelationships and learning usually
takes place through one avenue – the textbook.

 Integrative approaches necessitate that teachers encourage learners in becoming content

literate by relating the content they teach and language processes that students need in order to
make learning meaningful. The major rationale for the idea of subject integration is that in real
life situations, people use the information and knowledge heuristically. Therefore, children’s less
ons should be approached such that they see the relationships between what they learn in school
with what happens in real life situations.

 Making content available for English language learners has several advantages.
Language used in the content areas helps students to discover, organize, retrieve and elaborate

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upon what they are learning (Vacca, 2000). A content-based approach enhances accomplishment
of advanced levels of second language proficiency because the curriculum becomes the most 8
effective mode for teaching language skills. Students learn in depth about the language rather
than to know about that language. Content-based instruction allows the students to combine
information from various sources of the curriculum (Hernandez, 2003). In addition, learners have
an opportunity to learn the structures of English language that apply to specific subjects. Students
see and hear real language that serves a reason (Shrum & Glisan, 2000).

 ICT integration represents a higher level of implementing ICT tools in the educating
learning procedure. For instance, audio and video clips could be utilized to exhibit right
articulation of vowel and consonant sounds to students who are confronting trouble in right
elocution. Also, students could listen to a short story or a brief portrayal about places of tourist
interest. They could then be asked to retell the story while the teacher records the narration.
Students could replay the recordings to figure out their errors. Students could further utilize CD-
ROMs containing elocution practices at home. Dialogue simulations and role play exercises
should be progressively utilized by the teacher to advance communication skills. ICT tools
should not be utilized for each listening and talking activity but instead during the planning and
design phase of a lesson the teacher should give due thought of when and how to integrate ICT
tools in the teaching and learning process (Becta, 2001a). ICT tools should be integrated just when
it improves learning. Beaudin and Hadden (2004) have called attention to that it is vital to
develop techno-pedagogically skilled educators because it permits them to build up a holistic
understanding of the procedure of educating with technology. Computer-efficacy is another zone
that should not be neglected. Educators should feel useful in ICT integration (Bandura, 1986;
Office of Technology Assessment, 1995).

2.2.1.2.2. Instructional Sequence

 ACTIVATING PRIOR
KNOWLEDGE
Contrary to the behaviorist
theory and teacher centered classrooms,
which view teachers and textbooks as the
main sources of knowledge, and learners as
passive consumers of what is presented to
them, the contemporary theory believes
that the learner's mind possesses meaning-
making and pattern-seeking functions
(Diaz-Rico & Weed, 1995). This supports
instructional approaches that actively
engage learners in the learning/thinking
https://www.rappler.com/nation/filipino-students-lagging-behind-math-science-timms-international-results-2019/
process. Focusing on prior knowledge can
increase learners' familiarity with the new materials, and eventually enhances their level of
understanding. During the learning process, learners should have ample opportunities to talk
about the topic, seek meaning through various means such as pictures, manipulatives and props,
and produce output. The combination of interactive techniques enables learners to internalize
the concept, and practice using the vocabulary before putting their thoughts in writing.

 THE TEACHING-LEARNING CYCLE

Hammond, Burns, Joyce, Brosnan, and Gerot (1992) propose an instruction model

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called the Teaching-Learning Cycle.
This model consists of four stages. 9
1. The first stage is "Building
knowledge of the field". Its objective
is to prepare learners for the new
learning. It includes sharing prior
experiences, developing vocabulary,
and practicing grammatical patterns
that are relevant to the topic. Learners
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experience a variety of meaning-
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content of the study. Examples
include the use of visuals (i.e. photographs, video, charts, and diagrams), hands-on
activities (i.e. skit, role play), communicative activities (i.e. sharing, discussing, or arguing
about the topic), a wide range of verbal and written genres, and reading strategies (i.e.
predicting, skimming, and scanning). This is an important stage in building the learners'
foundation in learning the materials.
2. The second stage is "Modeling the genre under focus", which is characterized by the
teacher's modeling of language structures such as set phrases, vocabulary and dialogues.
Schematic structures are outlined. Learners can observe the genres that are being used,
identify the purposes of the genres, and analyze their schematic structure.
3. The third stage is "Joint construction of the genre". This signifies the transition from oral
to written language. Teachers and students co-create a text which provides the
opportunities for learners to learn the structure of genres, and then the grammatical
patterns. This stage allows the negotiation of meaning between teachers and students or
between students. It also has the function of further reinforcing the concept and
vocabulary.
4. The fourth and the last stage is "Independent construction of the genre". Learners work on
an authentic task to apply what they have learned. They incorporate their knowledge of
content, genres, and grammatical patterns into their language product. This is also the
stage where the editing process takes places. Teachers can focus lessons on grammatical
features such as spelling, punctuation, and tenses. The Teaching-Learning Cycle is an
example of an instructional model that allows students to learn rules in a meaningful
context. Its educational implication supports the theoretical framework of the integrative
approach. Teachers do not have to follow this cycle in a linear fashion. A classroom activity
can incorporate the language objectives of two or three different stages. This model allows
teaching in a variety of genres such as invitation, persuasion, complaint, narrative,
argumentation, book reports, letter, movie review, skit, recipe, autobiography, inquiry,
etc. It also allows the second language learners to develop skills in the area of listening,
speaking, reading and writing. The integrative approach presents information from whole
to part in a circular manner. Learners have the opportunities to be re-exposed to the same
skills throughout the interactive teaching/learning process. The focus is on studying the
materials in depth, rather than on wide coverage.

 EVALUATION OF LEARNERS
The main objective of the “evaluation component” is evaluation for program
improvement. Evaluation information is for both formative and summative decision-making.
The interactive lessons have been appropriately integrated with ICT tools and slanted towards
improving the communication skills of students. Furthermore, the design of the English

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Language lessons is pedagogically sound.
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2.2.1.3. INSTRUCTIONAL PLANNING
CYCLE

For many years now, educators

and instructional designers alike have used
the ADDIE Instructional Design (ID) method
as a framework in designing and developing
educational and training programs.
“ADDIE” stands
for Analyze, Design, Develop, Implement,
and Evaluate. This sequence, however, does
not impose a strict linear progression
through the steps. Educators, instructional
designers and training developers find this
approach very useful because having stages
clearly defined facilitates implementation of effective training tools. As an ID model, Addie
Model has found wide acceptance and use.
The concept of Instructional Design can be traced back to as early as the 1950s. But
it wasn’t until 1975 that ADDIE was designed. Originally developed for the U.S. Army by the
Centre for Educational Technology at Florida State University, ADDIE was later implemented
across all branches of the U.S. Armed Forces.
The ADDIE model was based on an earlier ID model, the Five Step Approach,
which had been developed by the U.S. Air Force. The ADDIE model retained this five-step
feature, and included many sub-stages within each of the five broad phases. Due to the
hierarchical structure of the steps, one had to complete the process in a linear fashion, completing
one phase before starting the next.
Practitioners over the years have made several revisions in the stages of the original
hierarchical version. This has made the model more interactive and dynamic. It was in the mid-
1980s that the version similar to the current version appeared. Today, the influence of the ADDIE
method can be seen on most ID models being used.

The five components of the Addie Model are:

 Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.” The focus of the
designer in this phase is on the target audience. It is also here that the program matches the level
of skill and intelligence that each student/participant shows. This is to ensure that what they
already know won’t be duplicated, and that the focus will instead be on topics and lessons that
students have yet to explore and learn. In this phase, instructors distinguish between what the
students already know and what they should know after completing the course. Several key
components are to be utilized to make sure analysis is thorough. Course texts and documents, syllabi and the internet
are to be employed. With the help of online materials such as web courses, a structure can be determined as the
primary guide for the syllabus. At the end of the program, instructional analysis will be conducted to determine
what subjects or topics are to be included. The Analysis Phase generally addresses the following issues and
questions:
1. What is the typical background of the students/participants who will undergo the
program? Personal and educational information such as age, nationality, previous
experiences and interests should be determined. What is the target group? What are the

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educational goals, past knowledge levels, experiences, ages, interests, cultural background
etc. of the learners? 1
2. What do the students need to accomplish at the end of the program? What are the learner’s
needs?
3. What will be required in terms of skills, intelligence, outlook and physical/psychological
action-reaction? What are the desired learning outcomes in terms of knowledge, skills,
attitudes, behavior etc.?
4. Determining popular methods being used around the subject and taking a look at what
needs to be developed and improved. Review of existing instructional strategies
employed. Are they adequate? What aspects need to be added, clarified and improved
upon?
5. Determining target objectives of the project. What instructional goals does the project
focus on?
6. Determining the various options available with respect to learning environment. What is
the most conducive learning environment? A combination of live or online discussions?
What are the Pros and Cons between online- and classroom-based study? What delivery
option is to be chosen? What type of learning environment is preferred? Does one opt for
online or face-to-face or a blend of both? If online is preferred what will be the difference
in learning outcomes between classroom-based learning and web-based learning?
7. Determining limiting factors to the overall goal of the project. What limiting factors exist
with respect to resources, including technical, support, time, human resources, technical
skills, financial factors, support factors?

 Design
This stage determines all goals, tools to be
used to gauge performance, various tests, subject
matter analysis, planning and resources. In the
design phase, the focus is on learning objectives,
content, subject matter analysis, exercise, lesson
planning, assessment instruments used and
media selection. The approach in this phase should be
systematic with a logical, orderly process of identification,
development and evaluation of planned strategies which
target the attainment of the project’s goals. It should follow
a very specific set of rules, and each element of the
instructional design plan must be executed with attention to
detail. Being a stickler for the details is crucial to the success
of the design stage. This systematic approach makes sure
that everything falls within a rational and planned strategy,
or set of strategies, that has the ultimate goal of reaching the
https://www.gettyimages.com/photos/philippine- project’s targets. During the design stage, the IDs need to
commonwealth determine:
1. Different types of media to be used. Audio, Video and Graphics are prime examples. Are
third party resources going to be utilized or will the IDs create their own? Will you prepare
the teaching learning material?
2. Various resources at hand required to complete the project. What are the available
resources at your disposal for completing the project?
3. Level and types of activity to be generated during the study. Is it going to be collaborative,
interactive or on a per participant basis?
4. Using a teacher’s style approach, how will you implement the parts of the project (i.e.
behaviorist, constructivist, etc.)?

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5. Time frame for each activity. How much time is to be assigned to each task, and how will
learning be implemented (per lesson, chapter, module, etc.)? Do the topics require a linear 2
progression in presentation (i.e. easy to difficult)?
6. The different mental processes needed by the participants in order to meet the targets of
the project. What are the prescribed cognitive skills for students to achieve the project’s
learning goals?
7. Knowledge and skill developed after each task. Do you have a way of determining that
such values have indeed been achieved by the students? What is the method adopted by
you to determine the acquisition of desired competencies by the students?
8. The roadmap of how the study or project will appear on paper. Will it be advantageous to
the ID to create a map of the different activities to see if they are in line with the goal of
the project?
9. If the project is web-based, what kind of user interface will you employ? Do you already
have an idea on how the site will look like?
10. The feedback mechanism you will use to determine if the participants are able to digest
the lessons. What is the mechanism designed by you to obtain the learners’ feedback on
material learnt?
11. Given the wide variety of student preferences and learning styles, what method will you
implement to make sure that the program fits their wants? How will you design your
project activities so as to appeal to diverse learning styles and interests of students? Will
you opt for variety in delivery options and media type?
12. Pinpoint the main idea of the project (training activity).

 Development
The Development stage starts the
production and testing of the methodology being
used in the project. In this stage, designers make use
of the data collected from the two previous stages,
and use this information to create a program that
will relay what needs to be taught to participants. If
the two previous stages required planning and
brainstorming, the Development stage is all about
putting it into action. This phase includes three
tasks, namely drafting, production and evaluation. https://www.gettyimages.com/photos/philippines-teacher
Development thus involves creating
and testing of learning outcomes. It aims to address the following questions:
1. Is the time frame being adhered to in relation to what has been accomplished in terms of
material? Are you creating materials as per schedule?
2. Do you see team work across various participants? Are the members working effectively
as a team?
3. Are participants contributing as per their optimal capacity?
4. Are the materials produced up to task on what they were intended for?

 Implementation
The implementation stage reflects the continuous modification of the program to
make sure maximum efficiency and positive results are obtained. Here is where IDs strive to
redesign, update, and edit the course in order to ensure that it can be delivered effectively.
“Procedure” is the key word here. Much of the real work is done here as IDs and students work
hand in hand to train on new tools, so that the design can be continuously evaluated for further

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improvement. No project should run its course in isolation, and in the absence of proper
evaluation from the IDs. Since this stage gains much feedback both from IDs and participants 3
alike, much can be learned and addressed.
Design evaluation is done in the implementation phase. Designers play a very
active role in this stage, which is crucial for the success of the project. Developers should
consistently analyze, redesign and enhance the product to ensure effective product delivery.
Meticulous monitoring is a must. Proper evaluation of the product, course or program, with
necessary and timely revisions, is done in this phase. When instructors and learners actively
contribute during the implementation process, instantaneous modifications can be made to the
project, thus making the program more effective and successful.
The following are examples of what can be determined:
1. Advise on your preferred method of record keeping, as well as the actual data you would
like to mine from the experience of students interfacing with the project.
2. What is the emotional feedback given to you by teachers and students during initial
demonstration of the project? Are they genuinely interested, eager, critical or resistant?
3. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do
they need help?
4. Explain how you are going to deal with any possible errors during testing. What will your
response be if, after presenting activities to students, things do not go as planned?
5. Did you prepare a back-up tool in the event of initial failure of the project? When technical
and other problems arise do you have a back-up strategy?
6. Will you go for implementation on a small scale or a large scale?
7. When the student group gets the material can they work independently, or is constant
guidance required?

 Evaluation
The last stage of the ADDIE
method is Evaluation. This is the stage
in which the project is being subjected to
meticulous final testing regarding the
what, how, why, when of the things that
were accomplished (or not
accomplished) of the entire project. This
phase can be broken down into two
parts: Formative and Summative. The
initial evaluation actually happens
during the development stage. The
Formative phase happens while
students and IDs are conducting the
https://www.alamy.com/stock-photo/philippines-class-school.html study, while the Summative portion
occurs at the end of the program. The main goal of the evaluation stage is to determine if the
goals have been met, and to establish what will be required moving forward in order to further
the efficiency and success rate of the project.

Every stage of the ADDIE process involves formative evaluation. This is a

multidimensional—and essential—component of the ADDIE process. Evaluation is done
throughout the implementation phase with the aid of the instructor and the students. After
implementation of a course or program is over, a summative evaluation is done for instructional
improvement. Throughout the evaluation phase the designer should ascertain whether problems

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relevant to the training program are solved, and whether the desired objectives are met.
While often overlooked due to time constraints and monetary reasons, Evaluation is an 4
essential step of the whole ADDIE method as it aims to answer the following questions:
1. Determine the categories that will be established to evaluate the effectiveness of the project
(i.e. improved learning, increased motivation etc.) On what factors or criteria will the
effectiveness of project be determined?
2. Determine the way you will implement data collection, as well as the timing at which it
will be effectively made. When will the data related to the project’s overall effectiveness
be collected and how?
3. Determine a system for analyzing participant feedback.
4. Determine the method to be used if some parts of the project need to be changed prior to
full release. On what basis will you arrive at a decision to revise certain aspects of the
project before its full implementation?
5. Determine the method by which reliability and content validity can be observed.
6. Determine the method by which you will know if instructions are clear. How is the clarity
of instructions assessed?
7. Determine the method by which you can analyze and grade the response of the
participants on the project.
8. Determine who gets to receive your final output regarding the project. Who will prepare
this report on the results of the evaluation?

2.2.2. Instructional Planning Models and its development for

Mother Tongue Instruction

2.2.2.1. Models of MTB-MLE Programs

Different models, or programs, of multilingual
education are based on either the intent of assimilation or
language maintenance. Assimilation is movement away
from home languages into dominant languages (e. g.
Filipino and English), relegating the home language as a
social language only. Language maintenance education
refers to supporting and developing home language and
cultural identity while learning additional languages
(Filipino and English). Stagnant language maintenance aims
to maintain language skills at the level when entering
education (for example oral MT without MT literacy) to
prevent home language loss. Developmental Maintenance
aims to develop learner’s MT to full proficiency and full
literacy equal to that of the dominant languages, leading to
multiculturalism and linguistic diversity. Baker (2001)
references ten different aims of mother tongue-based multilingual education: 1. To assimilate
learners or communities into mainstream (Filipino) society; 2. To create unity within a multi-
ethnic and multilingual society; 3. To develop proficiency in the global language for
communicating with outsiders; 4. To develop marketable language skills; 5. To preserve ethnic
and religious identity; 6. To reconcile and mediate different linguistic and political communities;
7. To spread the use of the colonial/global language, socializing the population into the
colonial/global existence; 8. To strengthen elite groups and preserve their societal positions; 9.
To create equal status by law to two socially unequal languages; 10. To strengthen understanding

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of language and culture.
While these ten aims of MLE may help us to understand different MTB MLE programs, it 5
should be noted that in reality models change and adapt to different contexts all the time. Ball
(2011) outlines several models of bilingual or multilingual education in the table below:

Mother Tongue- The learning program is delivered entirely in children’s L1

Based Instruction
Bilingual Education Two languages are used as the media of instruction. This type of
instruction is also known as ‘dual language instruction’ in which children
who speak both the minority and the majority languages are taught in both
majority and minority/non-dominant languages.
Mother Tongue-Based L1 is used as the primary medium of instruction during all of primary
Bilingual Education school. Then L2 is introduced as a subject of study to prepare children for
eventual transition to using L2 as the medium of learning in some
academic classes.
Multilingual Formal use of more than two languages in the curriculum.
Education
Transitional This type of instruction is aimed at planning a transition for children to
Bi/Multilingual move from learning in L1 to learning in L2. Such transition can be done
Education, or abruptly after a few years or after a longer period during which the child
‘Bridging’ has become fully fluent academically in his/her L1.
Maintenance of Even after L2 has been introduced, children are instructed in L1 and L2. L1
Bi/Multilingual continues, often as a subject of study, to ensure ongoing support for
Education children to become academically proficient in L1. This is also called
‘additive bilingual education’ because one or more languages are added
but do not displace L1.
Immersion or Foreign The entire education program is provided in a language that is new to the
Language Instruction child.
Submersion Speakers of non-dominant languages have no choice but to receive
education in a language they do not understand. The approach promotes
subtractive bilingualism, i.e. learning L2 at the expense of L1.
Source: Ball, j. (2011). Mother Tongue-Based Bilingual or Multilingual Education in the Early Years.
UNESCO: https://unesdoc.unesco.org/images/0021/002122/212270e.pdf.

2.2.2.2.Here are some Instructional Model for MTB-MLE:

INSTRUCTIONAL MODEL 1 INSTRUCTIONAL MODEL 2
Planning Mother Tongue-Based Education Programs Forward Design Language Teaching (Richards, 2001)
in Minority Language Communities (Malone, 2010)

1. Establish the learning outcomes for each subject in 1. Choose a topic for a lesson.
the program. 2. Select a resource.
2. Establish the indicators for each subject in the 3. Choose instructional methods based on the
program. resource and the topic.
3. Develop instructional plan. 4. Choose questions/test types to assess student
4. Develop assessment tools (portfolio, teacher- understanding of the material.
administered oral reading tests, final exams, and
learner self-assessment).

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INSTRUCTIONAL MODEL 3 INSTRUCTIONAL MODEL 4
Backward Design Language Teaching Task-Based Language Teaching 6
(Wiggins and McTighe) (Richards, 2001)

1. Identify desired results. (What will the students be 1. Identify target tasks through needs analysis.
able to do by the end of the lesson, module, unit, 2. Design classroom tasks.
or course?) 3. Apply TBLT methodology.
2. Determine assessment evidence. (How will 4. Identify language and other demands of the tasks.
students demonstrate what they have learned?) 5. Follow up language work.
3. Plan learning experiences and instruction. (What
types of activities, materials, and resources will
lead students to the desired results?)

Malone (2010) indicates that in order for learners to become successful learners they
must be to:
 Listen and read with understandings able;
 Speak and write to communicate thoughts, ideas, needs, and experiences;
 Read letters, words, and sentences correctly; and
 Speak and write correctly.

A “balanced teaching method” that enables learners to develop all four skills can
be divided into two “tracks”. One track emphasizes accuracy or correctness and focuses on the
parts of the language. The other track emphasizes meaning and communication and focuses on
whole texts. The table below shows the main features of these essential components in language
education programs.

Emphasis: Meaning and Communication Emphasis: Accuracy or Correctness

Listening Listen in order to understand, think critically, and Recognize and distinguish sounds, recognize
respond creatively. parts of words, and follow directions.

Speaking Speak with understanding in order to Use language correctly (pronunciation and
communicate thoughts, ideas, needs, and grammar)
experiences.

Reading Read for meaning and understanding. Decode words by recognizing their parts
(letters, syllables, tone marks, etc.).

Writing Write creatively in order to communicate thoughts, Form letters properly and neatly, spell words
ideas, needs, and experiences. accurately, and use grammar correctly.

2.2.2.3. Developing Instructional Plan for Mother Tongue Instruction

Apparently, the curriculum guide serves as teachers’ blueprint for planning and
designing the curriculum. It should not be taught as is. It contains standards which are broad
guidelines for student achievement. It will be your job to interpret these standards using
unpacking strategies.

Unpacking means extracting the component knowledge and skills required by a

standard in order to understand the learning expectations and can clearly articulate those
expectations to students and parents. Unpacking serves three purposes: (a) to establish focus of
standards and competencies, (b) to link standards, competencies, and teaching, and (c) to
contextualize teaching.

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3
Examine the figure below on unpacking standards and competencies in the
curriculum guide. 7
Analyze the standards.

Determine the nature of

competencies (Knowledge,
Skills, Values).

Identify topic or content.

Select assessment strategies.

Plan learning experiences.

Select/design instructional
materials.

Figure 1: Strategies for Unpacking Standards and Competencies in the Curriculum Guide.

STEP 1: The first step in the figure involves analysis of the standards. Standards articulate what
a student should be able to know, understand, and do by the end of the year, and they
set equitable benchmarks across classrooms and schools.

STEP 2: Examine the competencies by determining the target language domain. The five macro
skills (reading, listening, speaking, writing, and viewing) are further categorized into 12
domains in the MTB-MLE curriculum.
 Oral Language (OL)
 Phonological Awareness (PA)
 Book and Print Knowledge (BPK)
 Phonics and Word Recognition (PWR)
 Fluency (F)
 Composing (C)
 Grammar Awareness (GA)
 Vocabulary and Concept Development (VCD)
 Listening Comprehension (LC)
 Reading Comprehension (RC)

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 Attitude Towards Reading (ATR)
8
 Study Skills (SS)

STEP 3: Determine the nature of competencies (Knowledge, Skills, and Values). The target of the
competency maybe knowledge (conceptual and factual understanding), skills (ability to
perform or demonstrate linguistic skills and activities), and values (appreciation for
language, development of right attitudes and dispositions).

STEP 4: Determine the topic or time allotment. The target competency contains specific topic or
lesson. The first column of the curriculum guide “Quarter/Week/Theme” provides clue
to the topic at hand.
The curriculum guide provides the minimum standard for the Filipino learners.
The time allotment in the first column of the curriculum guide proper also serves as the minimum
duration of learning the topic. Our learners may acquire or develop the target competency much
ahead of the expected time.

STEP 5: Select assessment strategies. The most important principle to remember when selecting
assessment strategies is constructive alignment. It is the “coherence” among the learning
outcomes, assessment, and learning experiences in an educational program.

Learning Outcomes

Learning Experiences Assessment

Spady uses “matchmaking” as a synonym for alignment. He explains that

alignment basically means the “perfect match” of four things, namely:
1. What is important for the learners to learn;
2. What we teach them;
3. How we teach them; and
4. What we assess when we ask them to perform.

Indeed, the backward design approach makes teachers consider the objectives or
competencies of the subject first. These competencies embody the knowledge and skills teachers
want their students to have learned at the end of the subject.
Once the competencies have been established, the second stage involves
consideration of assessment. The backward design framework suggests that teachers should
consider these overarching competencies and how students will be assessed prior to
consideration of how to teach the content. Clearly the verb used in the competency provides clue
as to the type of assessment strategies to be used in the classroom.

STEP 6: Plan learning experiences. Make sure to match the learning activities with learning
outcomes. Examine the table below.

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Target Competency Learning Activities/Experiences
Recognize that printed text has 
9
Look at pictures of familiar scenes and say what they
meaning mean
 Take part in Shared Reading Activities
Focus on Whole Language/  Use books independently, turn pages in correct order,
Meaning) prints to and talks about picture
 Read short simple stories with picture
Recognize letters of the alphabet,  Read/say the sound of letters in isolation
tone marks, and other language  Read/sound out short words in isolation
features  Write the letters of the alphabet
(Focus on Parts of  Read and write own name correctly
Language/Accuracy)

STEP 7: Design learning materials. Tomlinson (2003) indicates that effective language materials:
 Expose the learners to language in authentic use;
 Help learners to pay attention to features of authentic input;
 Provide the learners with opportunities to use the target language to achieve
communicative purposes;
 Provide opportunities for outcome feedback;
 Achieve impact in the sense that they arouse and sustain the learners’ curiosity and
attention; and
 Stimulate intellectual, aesthetic, and emotional involvement.

A. COMPARATIVE TABLE ANALYSIS

Compare and contrast the ADDIE (Analysis, Design, Development,
Implementation and Evaluation) Instructional Planning Model and the K to
12 Lesson Plan Format through a Comparative Table.

Instructional Plan Model Similarities Differences It’s Implication on the

Teaching and
Learning Process
ADDIE
K TO 12 Lesson Plan Format

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B. GRAPHIC ORGANIZER
0
Make a Graphic Organizer for the Four (4) Instructional Models for MTB-
MLE on its Teaching- Learning Process.

C. LESSON PLAN
Develop an instructional plan for Mother Tongue Instruction using the K to 12
format and select appropriate instructional strategies, methods and techniques for the
development of a lesson plan in the Mother Tongue. Format will be uploaded at the
Google Classroom together with the rubrics.

D. CONDENSED UNDERSTANDING OF THE TOPICS DISCUSSED:

Now, you are ready to make your own 500 word summary of your learnings. Please use
legible cursive handwriting.

Congratulations! You have just finished all the activities in this learning packet!
As soon as you finish this task you may now ready yourself for your quiz next meeting.
Good luck!

2.3 References

Department of Education. (2016, May). K to 12 Curriculum Guide for Mother Tongue- Grade
1 to 3. https://www.deped.gov.ph/wp-content/uploads/2019/01/Mother-Tongue-
CG.pdf
Lim, J. M., et. al. (2020). Content and Pedagogy for the Mother Tongue. REX Book Store.
(Module: Unit 1-4)
Parpa, J. C. (2012). Special Topics Volume 3. Lorimar Publishing, Inc.
Young, et al (2016). Mother Tongue-Based Multilingual Education: Guide for Teacher
Educators and Students. LORIMAR Publishing, Inc.

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1
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Nowek, A. (2020, August 19). The Effects of Multilingualism. Expatica.
1
https://www.expatica.com/education/language-learning/multilingualism-108148/
Mata, L. (2013, December). Pedagogical Competencies for Mother-Tongue Teacher Education.
Educational Series: Theory and Practice 14 (1) DOI: 10.12738/estp.2014.1.1723.
https://www.researchgate.net/publication/274452207_Pedagogical_Competencies_for_
Mother-Tongue_Teacher_Education

2.4 Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.

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