MONKAYO COLLEGE OF ARTS, SCIENCES AND TECHNOLOGY

Learning Episode 12:

The Instructional Cycle

Learning Essentials:

Critical to say that teachers determine beforehand what they anticipate students
to have learned by the end of a lesson. A new teacher might begin this process by first
creating lesson plans and developing activities. This kind of instruction, however, is
likely to be ineffective and lack focus because the teacher has not first decided how to
assess whether students have mastered a set of intended learning outcomes. By
contrast, an experienced teacher will have a clear picture in his or her mind of the
students’ intended learning outcomes, and will design appropriate and effective
instructional activities to guide students toward mastery of those outcomes.

Say for example, Mr. Vinsoy, a new teacher, wants to ensure that the instruction
he provides will serve to promote mastery of the intended learning outcomes. He
decides to use an instructional cycle to help her design effective instruction. This
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instructional cycle consists of three stages. These three items comprise the instructional
cycle stages.

Stage 1: Intended Instructional Outcomes

Effective teachers begin the instructional cycle by identifying the content

standards and benchmarks that the lesson or unit will address. Next, the content
standards are translated into measurable learning outcomes. At this stage of the
instructional cycle, the teacher has a clear idea of what students need to know,
understand, and be able to do to meet the standards-based curriculum. It is important
for teachers to keep in mind how they will assess the intended learning outcomes.

Stage 2: Planning

In the second stage, teachers should plan effective teaching strategies and
instructional activities. It is also important that teachers plan on-going formal (e.g.,
standardized tests) and informal (e.g., teacher-made tests, portfolios) assessments to
determine students’ progress. Once the learning outcomes, instruction, and assessment
have been planned, the teacher will carry out the planned instruction.

Stage 3: Assessment

In this third stage, teachers actually implement their planned assessments to

determine whether students have met the intended learning outcomes. It is important to
understand that assessment is not something that occurs only at the end of the
instructional cycle. Assessment is planned when the intended outcomes are
conceptualized and implemented during instruction and at the end of instruction to
determine whether students have mastered the intended learning outcomes.

Guiding Principles in the Selection and the Use of Teaching Methods and for
Instructional Cycle
a. Learning is an active process
b. The more senses that are involved, the more and the better learning
c. Non-threatening atmosphere enhances learning
d. Emotion has the power to increase retention and learning
e. Good teaching goes beyond the recall of information
f. Learning is meaningful when it is connected to the students’ everyday life
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g. An integrated teaching approach is for more effective that teaching isolated bits of
information

Some Effective Reaction Techniques for Effective Instruction

a. Provide acceptance and corrective feedback
b. Giving appropriate and sincere praise
c. Repeating, expounding, and explaining the answer
d. Rephrasing or asking follow up questions
e. Redirecting questions
f. Encouraging through non-verbal behavior

Activity 1: Ask a resource teacher for a sample lesson plan. Attach the lesson plan and
highlight the different components of instructional planning.

DETAILED RESEARCH LESSON PLAN

GRADE QUARTER/DOMAIN WEEK & DAY PAGE NO.
LEVEL NO.
9 ( Nine) First Quarter 8&1 4

Sa araling ito, inaasahang matututunan ng mga maag-aaral ang

sumusunod:
A. Naipapahayag ang kaugnayan ng kita sa pagkonsumo at pag-iimpok;
I. MGA LAYUNIN B. Nasusuri ang katuturan ng consumption at savings sa pag-iimpok;
(Objectives) C. Napahahalagahan ang papel na ginagampanan ng ang kaugnayan ng kita sa
pagkonsumo at pag-iimpok.

A. Pamantayan Naipamamalas ng mga mag-aaralang pag-unawa sa mga pangunahing kaalaman

Pangnilalaman tungkol sa pambansang ekonomiya bilang ahagi ng pagpapabuting ng pamumuhay ng
kapwa mamamayan tungkol sa pambansang kaunlaran.
B. Pamantayan sa Ang mag-aaral ay nakapagmumungkahi ng mga pamamaraan kung papaanong ang
Pagganap pangunahing kaalaman tungkol sa pambansang ekonomiya ay nakapagpapabuti sa
pamumuhay ng kapwa mamamayan tungo sa pambansang kaunlaran.

C. Pamantayan sa Sa araling ito, inaasahang matututunan ng mga maag-aaral ang

Pagtuturo
sumusunod:
1. Naipapahayag ang kaugnayan ng kita sa pagkonsumo at pag-iimpok;
2. Nasusuri ang katuturan ng consumption at savings sa pag-iimpok;
3. Napahahalagahan ang papel na ginagampanan ng ang kaugnayan ng kita sa
pagkonsumo at pag-iimpok.
II. PAKSA YUNIT 1: Mga Pangunahing Konsepto ng Ekonomiks Aralin 6: Produksiyon
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III. NILALAMAN
A. References
(Materials & Media)
1. Teacher’s Guide K-12 Gabay Pangkurikulum SA ARALING PANLIPUNAN 9- EKONOMIKS
Pages (pahina 45-51)
2. Learner’s Materials Pahina
Pages
3. Textbook Pages Ekonomiks: Araling Panlipunan Modyul Para sa Mag-aaral
(pahina 72-81)
4. Additional AP9MKE-Ic-19
Materials from AP9MKE-Ic-
Learning Resource
(LR) portal

5. Other Learning https://en.wikipedia.org.konseptongpoduksiyon.com

Resources

6. Mga Kagamitan Slides, Pictures, and Projector

1. Panalangin
B. Panimulang
2. Pagtala ng Liban
Gawain 3. Pagbabalik aral
(Outline)
IV. PAMAMARAAN
(Methods)
Gawain 1: INPUT OUTPUT
Panuto: Isulat sa loob ng kahon ng input ang mga bagay na kailangan upang mabuo ang
produktong makikita sa output na nasa ibaba.
Input
1. 1. 1.

2. 2. 2.
3. 3. 3.
4. 4. 4.
A. Reviewing 5. 5. 5.
previous lesson
Output
or presenting the
new lesson
(Motivation)

Pamprosesong Tanong:

1. Nahirapan ka ba sa pag-iisip ng mga input o sangkap na kailangan para sa output? Bakit?

2. Sa iyong palagay, ano ang ugnayan ng mga sangkap na nasa kahon ng input at ang larawan
na nasa kahon ng output?
3. Ano ang katawagan sa proseso na nag-uugnay sa kahon ng input at sa kahon ng output?

B. Establishing a ENGAGE ( 10 minuto)

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purpose for the lesson Matapos maorganisa ang iyong mga paunang kaalaman at kagustuhan tungol sa produksyon,
ihanda ang iyong sarili sa susunod na bahagi ng aralin upang maunawaan nang mas malalim ang
konsepto ng produksiyon.

Gawin 2: TRAIN MAP

Panuto: Ayusin ang mga larawan ayon sa pagkakasunod-sunod ng pagkakabuo ng
produkto. Ilagay ang bilang ng larawan sa mga kahon sa ibaba.

1 2 3 4

Pamprosesong Tanong:
1. Sa iyong palagay, paano nagkakaugnay-ugnay ang mga larawan?
2. Ano ang naging batayan mo sa pagsasaayos ng larawan?
3. Ano ang tawag sa prosesong naganap mula sa una hanggang sa ikaapat na larawan?

D. Discussing the new EXPLORE (20 minuto)

concepts and Matapos mong malaman ang paunang impormasyon tungkol sa aralin, ngayon naman ay
iyong lilinangin ang mga kaalamang ito sa tulong ng mga teksto at mga gawain na inihanda upang
practicing new skills
maging batayan mo ng impormsyon. Ang layunin ng bahaging ito ay matutuhan mo bilang mag-
#1 aaral ang mahalagang ideya o konsepto tungkol sa produksiyon, Halina’t umpisahan mo sa
E. Discussing the new pamamagitan ng malayang talakayan at pagbibigay ng guro ng mga gawain. Sa disiplinadong
concepts and paraan ang klase ay hahatiin ng tatlong pangkat at bibigyan ng kaukulang gawain ng upang lubos
practicing new skills na maunawaan ang kaakibat na konsepto ng paksang aralin sa araw na ito.
#2 KAHULUGAN NG PRODUKSIYON
Hindi lahat ng bagay sa kapaligiran ay maaaring ikonsumo agad ng tao. Minsan
kailangan pang idaan sa proseso ang isang bagay upang maging higit na mapakinabangan.
Halimbawa, ang kahoy o troso ay maaaring gamiting panggatong upang mapakinabangan.
Ngunit, maaari din itong gamitin upang makabuo ng mesa. Ang produksiyon ay proseso ng
pagpapalit anyo ng produkto sa pamamagitan ng pagsasama-sama ng mga salik upang makabuo
ng output.
Ang mga salik na ginamit sa pagbuo ng produkto ay tinatawag na input. Sa atin halimbawa, ang
output ay ang mesa at silya. Ang mga input ay ang mga bagay na kinailangan upang mabuo ang
produkto. Ang mga input na kahoy, makinarya, kagamitan, at manggagawa na ginamit sa
pagbubuo ng produktong mesa o silya ay mga salik ng produksiyon.

LUPA

KAPITAL Salik ng produksiyon PAGGA

WA
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Entrepreneurship

Pamprosesong Tanong:
1. Ano-ano ang salik ng produksiyon? Ipaliwanag ang ginagampanan ng bawat salik sa
proseso ng produksiyon?
2. Ang mga babae ba may kakayahan sa lakas-paggawa? Ipaliwanag
3. Nagkakaron ba ng produksiyon kong sakaling kulang ng isang salik ng produksiyon?

Pamantayan sa Pag-uulat
Pamantayan Puntos Natamong
Puntos

Kawastuhan ng ideya batay sa paksa 30

Oraganisado at malikhain na paglalahad ng ideya ayon sa paksa ng 30

araling inilahad

Kooperasyon ng bawat kasapi ng pangkat 40

Kabuuang Puntos 100%

EXPLAIN (Post-Activity) ( 10 minuto)

Panuto: Suriin at unawain ang dayagram sa ibaba na nagpapakita ng paikot na
daloy ng produksiyon.

INPUT PROSESO OUTPUT

Lupa Pagsamasama ng inputs ng Produkto o serbisyong
mga produksiyon. pangkunsumo;
F. Developing mastery • Paggawa Produkto o serbisyo na gamit
(Leads to formative • Kapital sa paglikha ng bang produkto
assessment 3) • Entrepreneurship

Pamprosesong Tanong:
1. Ano ang inilalarawan ng dayagram?
2. Batay sa dayagram, paano nauugnay ang input sa output? Ipaliwanag.
3. Bilang mag-aaral, ano ang kahalagahan ng dayagram sa iyong pang-araw-araw na
buhay?

G. Finding practical ELABORATE (8 minuto)

application of concepts 1. Basi sa kaalamang nakalap sapaksang-aralin ano ang kahulugan ng produksiyn?
and skills in daily 2. Sa iyong palagay, alin sa mga salik ang pinakamahalaga sa proseso ng produksiyon?
Pangatwiranan.
living
3. Pagbibigay buod sa paksang aralin.
H. Making
generalization and F-I-N-A-L N-A- K-A-A-L-A-M-A-N
abstraction about the
lesson
I. Evaluating learning EVALUATE (5 minuto)
Panuto: Ilista ang mga bagay na ginamit sa paggawa ng sumusunod na produkto. Ihanay ang
 MONKAYO COLLEGE OF ARTS, SCIENCES AND TECHNOLOGY

sumusunod kung ang salik ay lupa, lakas-paggawa, kapital, o entrepreneurship. Gamitin ang
talahanayan sa ibaba sa pagsagot. ( ½ Crosswise)

PRODUKTO MGA GAMIT SA PAGBUO KLASIPIKASYON NG PRODUKSIYON

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8

PRODUKTO MGA GAMIT SA PAGBUO KLASIPIKASYON NG PRODUKSIYON

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.

J. Additional activities Takdang Araling (Assignment/ Homework)

for application or
Assignment Panuto: Isulat sa iyong kwarderno ang sagot, ano ang produksiyon? Ano-ano ang salik
nito at ang implikasyon nito sa pang araw-araw na pamumuhay?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson worked? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material did I
use/discover which I wish to share with other
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teachers?
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Analysis:

1. What have you observed in the different components of the instructional cycle
present in the lesson plan? Does each component relate to other components?

It's a system that encourages collaboration and collective accountability among

teachers by establishing short-term improvement cycles. I have noticed that the
instructional cycle assists the instructor in developing classroom goals, objectives, and
teaching and evaluation methods. Yes, it relates to other components because it is a
systematic planning tool that helps in developing, evaluating, and managing the
instructional process during the classroom process.

2. Based on the lesson plan, describe how the teacher will achieve the learning
objectives.
The teacher will achieve his learning objectives by completing what the students
are expected to learn by the end of the lesson. Based on the lesson plan, his learning
objectives are divided into three learning objectives:

1. Describe the relationship between income, consumption, and saving;

2. assesses the importance of consumption and savings;
3. Appreciate the role of the relationship between income and consumption and thrift.
When the students achieve the learning objectives, we can say that the teacher has
achieved his learning objectives.

3. Discuss the symmetry and congruency of each component.

______________________________________________________________________
______________________________________________________________________
Inihanda ni: Tagapagsiyasat:
______________________________________________________________________
______________________________
APRIL R. ATIENZA HELEN M. RODRIGUEZ, MAEd
4. Based on Guro ng Asignatura
the lesson plan presented: Master Teacher II in A.P.

Petsa: 06 July 2019

TEACHING IS THE WORK OF HEART.
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a. How will the teacher start the lesson?

The teacher begins the class by praying, noting who is absent, and going through
the previous lessons.

b. How will the teacher develop the lesson?

By setting his methods of teaching, like activities, discussion, oral recitation, so
on and so forth.

c. How will the teacher end the lesson?

By giving additional activities like Assignments or Homework’s.

Activity 2: Discuss how the following reacting behaviors or questioning

behaviors of the teacher affect the learning process.

Teacher’s Reacting Behavior Effect to Learning/Instruction Process

Providing acceptance feedback When it comes to receiving criticism from

students, being personable might help pupils
improve their performance.
Providing corrective feedback This gives learners more information than just
whether or not their responses were accurate,
and it's important for the learning process.
Corrective feedback can be as simple as
providing students with right answers to as
complex as explaining why an answer was
correct or erroneous.
Repeating the answer of the It helps in the transfer of a skill from the
students awareness to the subconscious mind. A skill is
trained and rehearsed over time by repetition, and
it gradually becomes easier. Another crucial
aspect of learning is the ability to make
connections with previously acquired information.
Expanding the answer Through execution, students can apply what
they've learned in real-life scenarios.
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Rephrasing the question The instructor can provide some information to

help students come up with the answer.
Asking follow up question It has the capacity to stimulate learning,
strengthen students' thinking abilities, drive to
clear concepts, ignite the imagination, and create
an incentive to act. It is also one of the ways
teachers can assist students in developing their
knowledge more effectively.
Soliciting students’ idea As a result, students are more motivated and
inclined to use such abilities independently. In
other words, an included student becomes a
motivated learner who is invested in his or her
education.
Criticizing respondent’s answer Giving pupils an explanation of what they're doing
well and badly, with the focus of the criticism on
their answers, is most beneficial to their learning.

Overusing expression such as It has a positive reinforcement or acknowledging

“okay”, “right” the answers from the students.

Allowing insufficient time They are forming their opinions as they speak;
they haven't had enough time to completely
comprehend them, but they nonetheless speak
out. But don’t feel comfortable responding.
Asking open-ended questions A good method to stretch your students' minds
and discover more about how they think They
encourage long responses and give pupils the
opportunity to reason, analyze, and reflect.

Learning Portfolio: Cards and Expressions

Create at least five aesthetically appealing cards containing your own
expressions which you will use to inspire your students to be actively involved in class
interactions.