Teacher: Hello learners!
Students: Hi Sir!
Teacher: Did you know the Instructional Planning Cycle?
Students: No Sir!
Teacher: Okay thanks for being Honest , so Here is the Instructional Planning Cycle, it is a
systematic process for educators that use to design and deliver effective lessons for every
learner like you to develop your mother tongue.
Students: Sir what is mother tongue?
Teacher: The "mother tongue" refers to the first language a person learns and speaks fluently
from childhood. It's the language they are most comfortable with, and it's often the language
they think in. It is used from Grade K to 3, did you understand learners?
Students: Yes Sir!
Teacher: So we are going back to the Instructional Planning Cycle. It is made up of ADDIE, so
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation.
Teacher: So let's repeat, ADDIE stands for?
Teacher & Students: A-analysis, D-design, D-development, I-Implementation and E-evaluation..
Teacher: Let us analyze
Students: Okay Sir!
II. ANALYZE
Teacher: Examine the ADDIE instructional design process below. What do you observe about
the steps?
Students: Sir we’re looking to the circle that has an arrow to the back of analysis
Teacher: Okay, very good!
Teacher: How about the relationship among the five steps?
Teacher: Did you know that? ( wait for 10 seconds ).
Teacher: Okay, so I’ll going to explain
Analysis: Getting to know our students
Understanding their mother tongue proficiency, their prior knowledge, and their cultural
backgrounds. This helps us tailor lessons to their unique needs and learning styles.
Design: Creating the Lesson Plan
We decide how we'll use the mother tongue and other languages to achieve our learning
objectives. We also plan activities, assessments, and resources that are culturally relevant and
engaging.
Development: The Learning Materials
We create the actual materials for our lessons. This might involve creating storybooks, games,
and activities in both the mother tongue and other languages. We ensure materials are
accessible and support the use of both languages in meaningful ways.
Implementation: Putting the Lessons into Action
This is the delivery of the lesson. Teachers need to be trained on how to use the MTB-MLE
approach effectively. We create a classroom environment where both the mother tongue and
other languages are valued and used naturally.
Evaluation: Observe if it is effective
This is where we assess the effectiveness of our lessons. We look at student progress in both
their mother tongue and other languages, and we gather feedback from learners or parents.
This helps us identify areas for improvement and refine our approach for other lessons.
III. ABSTRACT
STEPS SAMPLE TASK SAMPLE OUTPUT
Analysis ● Assessment of goals
( the process of defining needs of learners
what it is to be learned ) ● Problem Identification
● Task Analysis
- Assess prior Needs Assessment Report:
knowledge of This report summarizes
instructional planning; pre-lesson interviews and
Identify learning observations, indicating that
needs related to students have limited
ADDIE; Define understanding of instructional
learning objectives design models.
Analysis Sample Output : ( Correcting their pronunciation )
Joshua: Classmate! What is your favorite color?
Jaymark: My favorite color is nark mlue
Joshua: Ahh nark mlue! that is my favorite color also
( Teacher while observing )
Teacher: Hello Students, the pronunciation of that color is dark blue, it sounds like de - mixing
with ah including re and ke.. that is called Phonemes, Phonemes are the smallest
units of speech sounds that differentiate words. They are the building blocks
of spoken words. something like that.
Design ● write objectives
( the process of specifying ● develop test items
how it is to be learned ● plan instruction
● identify resources
● select delivery system
- Develop lesson plans; Learning Objectives:
Choose instructional Specific, Measurable,
materials; Design Achievable, Relevant, and
assessments; Select Time-bound (SMART)
teaching methods - Students will be able
to use correct
grammar when writing
a short story in their
mother tongue.”
Assessment Plan: -
Storytelling: Encourage
students to share personal
stories or traditional tales in
their mother tongue. This
fosters oral language skills
and cultural understanding.
Design Sample Output: ( Teacher will ask students to introduce themselves on the front
of the class ).
Development ( the process ● work with produces
of creating instructional ● develop worksheets
materials and materials
- Create presentations; PowerPoint Presentation:
Develop worksheets; A presentation visually
Prepare visual aids explaining the ADDIE model,
its phases, and their
relationships. It uses clear
language and visuals.
Worksheet: A worksheet
with fill-in-the-blank
exercises, matching activities,
and short-answer questions
to check understanding of
ADDIE phases and their
sequence.
Flowchart Template: A
blank flowchart template for
students to fill in during the
group activity, visually
representing the ADDIE
model.
Development Sample Output: ( Teacher presenting on TV )
Games: Use language-based games, such as charades or word association, to make
learning fun and interactive.
Charades- guess what it is.
How to play
1.Choose a player to act out a word or phrase
2.The player acts out the word or phrase without speaking
3.The other players try to guess what it is
4.The team that guesses the phrase the fastest wins
( Teacher presented picture of chicken of one student to act)
( Students act like chicken )
Students: ( everyone yelling ) Sir! That is chicken!
Teacher: Yes, correct! very good! but please just low your voice hehe
Implementation ( delivering ● Teacher training
instruction ) ● Try out
- Conduct lessons; Teacher Observation Notes:
Facilitate activities; Notes documenting student
Monitor student engagement and
participation understanding during the
lesson. These notes highlight
areas where students
excelled and areas needing
for further explanation or not.
Student Work Samples:
Examples of student work,
including completed
worksheets and flowcharts.
These demonstrate individual
understanding of the ADDIE
model.
Implementation Sample Output: The teacher will give students work which is writing A, B,
C, D, E, F, G, etc. to observe students' work about writing.
Evaluation (determining ● record test results - recording test results
effectiveness) ● interpret test results to analyze when we
● survey graduates need to teach again.
● revised activities
- explain where the part
is so hard that they do
not know.
- ask students if our
teaching was effective
- If learners got 74%
we need to revise the
activities we are
given.
- Analyze assessment Evaluation Report: This
data; Gather student report summarizes pre-test,
feedback; Revise quiz and project results. It
instructional materials analyzes student
performance, pinpointing
areas where the instructional
design was effective and
areas needing improvement.
Revised Lesson Plan: The
lesson plan is revised based
on the evaluation, adding
activities to address areas
where students struggled and
enhancing engagement
strategies.
Evaluation Sample Output: The Teacher Checking the work of students about alphabet
if they follow the instruction.
The ADDIE Model is an iterative instructional design process, where the results of the formative
evaluation of each phase may lead the instructional designer back to any previous phase. The
end ( evaluation ) product of one phase is the starting product ( analysis ) of the next phase.
