Instructional Design Theories and Planning.

This presentation seeks
to find anomalies in the
course syllabus of
Principles of Teaching II
and recommends
suggestions how to fix
the identified
anomalies.

This course is aligned with the National Competency- Based
Teacher Standards ( NCBTS), the standards of good
teaching in the Philippines.
The course is dotted with activities and exercises which are
in the crafting of the K to 12 Curriculum.
The learning activities of this course are aligned to
current trends in education such as constructivist,
integrative, interactive, collaborative,
inquiry- based, brain-based,
research-based and
reflective teaching.

1. Distinguish among approach, method and techniques.
2. Compare direct and indirect instruction with deductive and inductive methods of learning.
3. Show how constructivist teaching is done by the use of interactive, collaborative,
integrative and inquiry- based activities.
4. Describe how probe-based learning and project-based learning are used as
teaching-learning method.
5. Identify competencies/ content and performance standards in the K- 12 Curriculum
that can be attained by the use of selected relevant instructional strategies.
6. Apply basic guidelines in developing a lesson plan.
7. Explain the frameworks, goals and guiding principles
in the teaching of the following;
a. Language subjects (MTB MLE, Filipino and English)
b. Social Studies e. Sciences
c. Values Education f. Music, Arts, PE and Health
d. Mathematics g. Technology & Livelihood Education

1. Topic/s per class is/are too broad.
2. Statement of learning objectives is not clear as to what the students
should be able to do after the lesson/topic/course is covered.
3. Statement of learning objectives are mostly in lower thinking skills.
4. Too many activities for a given three-hour class
5. The method of assessment: does it meet the learning objectives?

Design instructional material
Benefits:
1. The students can view online anywhere at anytime
2. Classroom activities will be focused on constructivist activities such
as the ones identified in the general objectives of the course.
3. The lecturer will be more of a guide on the side rather
than a sage on the stage.

1. Theory of Behaviorism
• Identifying the expected learning behavior in the learning
objectives
2. Theory of Cognitivism
• The short-term memory (STM) capacity can be increased if
material is chunked into meaningful parts.
• STM plays a vital role for learning to take place to LTM
These two theories support the practice of analyzing a task and
breaking it down into manageable chunks, establishing objectives, and
measuring performance based on those objectives.

3. Theory of Constructivism
• Knowledge is constructed from experience
• Learning is a personal experience
• Learning is an active process in which the meaning is developed
on the basis of experience
It is from these premises that the instructional designed is patterned
after the Nine Events of Instruction by Robert Gagne.

4. Multiple Intelligences Theory
• Developed by Howard Gardner, 1983
• People have different ways of processing information
5. Cognitive Theory of Multimedia Learning
• Developed by Richard Mayer, 2003
• This theory is based on three main assumptions:
• There are two separate channels (auditory and visual)
for processing information
• There is limited channel capacity
• Learning is an active process of filtering, selecting, organizing,
and integrating information.

http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

References
Cognitive Theory of Multimedia Learning (n.d.). Retrieved from Learning Theories: https://www.learningtheories.com/cognitive-theory-of-multimedia-learning-mayer.html
Gile, L. (2015, August 13). K to 12 pedagogical approaches. Philippines. Retrieved November 26, 2017, from
https://www.slideshare.net/lyngile/k-to-12-pedagogical-approaches
Gill, E. (2013, January 5). What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom. Retrieved
November 26, 2017, from https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teachingstyles/
Kowald, T. O. (2017, February 3). Influential Learning Theories: Multiple Intelligences and Learning. Retrieved November
25, 2017, from Influential Learning Theories: Multiple Intelligences and Learning
Mergel, B. (1998). Instructional Design and Learning Theory. University of Saskatchewan, Educational Communications
Technology. Retrieved November 15, 2017, from http://etad.usask.ca/802papers/mergel/brenda.htm
Naqvi, Z. (2016, February 28). Difference between strategy, technique, method. Retrieved November 26, 2017, from
Difference between strategy, technique, method
REVISED Bloom’s Taxonomy Action Verbs. (n.d.). Retrieved November 25, 2017, from
https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf

PLG 621 – Instructional Design Theories and Planning
Doctor of Education
in Educational Technology and Multimedia
School of Educational Studies
Universiti Sains Malaysia
Submitted to
Dr. Amelia Abdullah
Prepared and submitted by:
Sarah I. Obsequio-Namoco
Heba Abdulkareem Abulailah
December 2017