Al TSSC 2

ALJIM RAY M.
MANSUETO
BEED 3A
T-SSC2
PLANNING TO TEACH
Exercise:
Reflective Break Think of a time you entered a class with a hastily written lesson plan or
no plan at all.
• How did you feel?
I recall going into a class without a proper lesson plan. It was a last-minute substitution, and I had
no prior knowledge of the subject matter. I was nervous and unprepared because I had to think
on my feet and come up with activities and content on the fly. It was a difficult experience, and I
could tell the students were also perplexed and disoriented.
• How would the lesson have been improved with more thorough planning?
The lesson would have been improved in several ways if I had done more thorough planning.
First and foremost, I would have had a clear objective as well as a structured outline of the topics
to be covered. This would have enabled me to ensure that the necessary information was
presented in a logical order. Furthermore, I could have planned engaging activities, supplemental
materials, and resources ahead of time, which would have increased student engagement and
learning. Furthermore, with proper planning, I could have anticipated potential difficulties or
misconceptions that students might have encountered and prepared strategies to effectively
address them.
Part 2:
1. What should be taught?
The content to be taught should align with the curriculum objectives and the needs of the students.
It should be relevant, age-appropriate, and meaningful. The selection of topics should consider
the students' prior knowledge and build upon it progressively. It should also incorporate a balance
between foundational knowledge and higher-order thinking skills.
2. How should it be taught?
Student-centered, interactive, and varied teaching methods should be used. It should incorporate
a variety of instructional strategies, including lectures, discussions, group work, hands-on
activities, and multimedia resources. Differentiation should be used to meet students' diverse
learning needs. Technology, visual aids, and real-world examples can all help to improve the
effectiveness of instruction.
3. How should instruction and student learning be assessed?
Assessment should be ongoing and varied in order to gauge student understanding and progress.
It should include both formative and summative assessments. Formative assessments, such as
quizzes, class discussions, and observations, can provide timely feedback to both teachers and
students, allowing for adjustments in instruction. Summative assessments, such as tests and
projects, can be used to evaluate student achievement at the end of a unit or course. Assessment
methods should be aligned with the learning objectives and be fair, valid, and reliable.
Assessment:
1. Compare and contrast long-range, unit, and lesson planning through a Venn Diagram:
Here's a comparison of long-range, unit, and lesson planning:
Long-Range Planning:
- Focuses on the
broader scope of an
entire academic year or Unit Planning: Lesson Planning:
semester.
- Considers long-term - Focuses on a specific - Focuses on a single lesson
goals, curriculum unit or theme within a or class period.
standards, and course.
sequencing of content. - Breaks down the unit plan
- Breaks down long- into daily or weekly
- Involves mapping out
major topics, range plans into smaller, instructional plans.
assessments, and pacing manageable chunks.
of instruction. - Specifies the objectives,
- Specifies the teaching strategies,
- May include the
objectives, learning resources, and assessments
identification of
activities, and for the lesson.
resources and
professional assessments for the
unit. - Considers the pacing,
development needs.
engagement, and
- Considers connections differentiation of
to prior and future instruction
learning.
2. Many teachers in the Philippines view instructional planning as a major burden. Why do you
think this perception exists? What could be done to address it?
There could be several reasons why instructional planning is viewed as a burden by teachers in the
Philippines or elsewhere.
Some possible explanations include:
Heavy workload- Teachers frequently have multiple classes and subjects to teach, leaving them with little
time to plan thoroughly. Additional administrative tasks and responsibilities can also contribute to an
overburdened workload.
Lack of training and support- Teachers may not have received adequate training or guidance on effective
instructional planning techniques. They may struggle to develop efficient planning habits if they are not
properly supported.
Limited resources- A lack of access to quality resources, such as textbooks, technology, and teaching
materials, can make planning more difficult and time-consuming.
To address this perception and support teachers in instructional planning, the following steps
could be taken:
1. Professional development- Provide teachers with training and workshops on instructional planning.
This can help them improve their planning skills and introduce them to effective strategies and resources.
2. Time management support- Consider reduced administrative tasks, collaboration opportunities, or

designated planning periods to reduce teachers' workload.
3. Resource allocation- Make certain that schools have enough resources, such as textbooks,
technology, and teaching materials, to support effective planning. Investigate possible collaborations with
organizations or initiatives that can provide additional resources to schools.
4. Collaboration and mentorship- Encourage teacher collaboration so that they can share planning
ideas, resources, and experiences. Mentorship programs can pair experienced teachers with newer
teachers to provide direction and support in instructional planning.
5. Recognition and appreciation: Recognize and appreciate teachers' instructional planning

efforts. Celebrate their accomplishments and provide feedback to keep them motivated during
the planning process.
By addressing these factors and providing support to teachers, the perceived burden of
instructional planning can be reduced, resulting in more effective teaching and improved student
outcomes.

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Some possible explanations include:

2. Time management support- Consider reduced administrative tasks, collaboration opportunities, or

5. Recognition and appreciation: Recognize and appreciate teachers' instructional planning

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