Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: [Link] Email: uepnsofficial@[Link]

COLLEGE OF EDUCATION

PLANNING INSTRUCTION FOR HOME ECONOMICS

SIONY C. UBANE, PhD

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HE 801a – Methods in Teaching Home Economics
 Chapter PLANNING INSTRUCTION FOR HOME
4 ECONOMICS

Module 4 LESSON PLANNING AND INSTRUCTIONAL

DESIGN

Module Overview:
Planning is the bridge between the curriculum (what should be taught) and instruction
(what is taught). In this chapter, we explore how to design effective Home Economics lessons
that are not just "busy work" (e.g., just cooking a dish) but are structured learning experiences
that build specific competencies. We will cover the crafting of holistic objectives, the structure
of lesson plans, and the principles of Outcome-Based Education (OBE).

Lesson 1:Writing Instructional Objectives

(Knowledge, Skills, Values)

Desired Learning Outcomes:

By the end of this chapter, learners will be able to:

1. Distinguish between Instructional Design and Lesson Planning.

2. Formulate SMART instructional objectives covering Knowledge (Cognitive), Skills
(Psychomotor), and Values (Affective).
3. Select and utilize appropriate lesson plan formats (Detailed vs. Semi-Detailed, 4As).
4. Design a learning experience using Backward Design principles.

Pre-test

Let us determine how much you already know about the concept of curriculum. Take this test.

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HE 801a – Methods in Teaching Home Economics
Directions: Choose the best answer for each item.

1. Which statement best describes the relationship between curriculum, planning, and
instruction?
a. Planning replaces the curriculum in classroom teaching.
b. Instruction determines the curriculum content.
c. Planning serves as a bridge between curriculum and instruction.
d. Curriculum and instruction are the same processes.

2. Instructional design primarily focuses on:

a. Writing daily lesson plans only
b. Organizing classroom activities without objectives
c. Systematic planning of learning experiences to achieve outcomes
d. Managing classroom discipline

3. Lesson planning differs from instructional design because lesson planning:

a. Is broader and more theoretical
b. Focuses on long-term curriculum goals only
c. Translates instructional design into daily classroom implementation
d. Eliminates the need for objectives

4. Which instructional objective best reflects the cognitive domain?

a. Students value proper food handling practices
b. Students demonstrate basic knife skills
c. Students explain the importance of balanced nutrition
d. Students participate actively in group work

5. An objective that focuses on skill performance belongs to which learning domain?

a. Cognitive
b. Affective
c. Psychomotor
d. Behavioral

Key Terms

I. Planning Fundamentals

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HE 801a – Methods in Teaching Home Economics
 Instructional Design (ID): The systematic process of analyzing learning needs and
developing a complete delivery system for instruction. It is the "blueprint" or macro-level
planning for a course or unit (e.g., using the ADDIE model).
 Lesson Planning: The micro-level planning that outlines the specific activities, time
management, and resources for a single instructional session or class period.
 Constructivism: A learning theory suggesting that learners construct knowledge out of their
experiences. In Home Economics, this supports the use of hands-on activities before theory
(e.g., the 4A's model).

II. Instructional Objectives (KSV)

 Cognitive Domain (Knowledge): Objectives related to mental skills and intellectual

processes (e.g., recall, analyze, evaluate).
 Psychomotor Domain (Skills): Objectives related to manual dexterity, physical movement,
and the manipulation of tools or objects (e.g., sew, chop, measure).
 Affective Domain (Values): Objectives related to feelings, values, appreciation, and
attitudes (e.g., respect, value, commit).
 SMART Objectives: A criteria for writing effective goals: Specific, Measurable, Attainable,
Result-oriented, and Time-bound.

III. Lesson Plan Formats

 Detailed Lesson Plan (DLP): A comprehensive plan that includes a full script of the
teacher's questions and the expected student responses. It is primarily used by student
teachers to master classroom flow.
 Semi-Detailed Lesson Plan: A streamlined plan that outlines the procedure without a
verbatim script, focusing on the key steps and activities.
 4A's Approach: An inductive lesson planning format ideal for skill-based subjects:
1. Activity: Experiential engagement.
2. Analysis: Processing the experience.
3. Abstraction: Formalizing the concept/theory.
4. Application: Transferring learning to new contexts.

IV. Outcome-Based Education (OBE)

 Outcome-Based Education (OBE): An educational theory that bases each part of an

educational system around goals (outcomes). The curriculum is designed backwards from
"what the student should be able to do" at the end.

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HE 801a – Methods in Teaching Home Economics
 Backward Design (UbD): A planning framework where the teacher starts with the desired
results (outcomes), then determines the assessment evidence, and finally plans the
learning activities.
 Performance Task: An assessment activity that requires students to demonstrate their
learning by creating a product or performance (e.g., cooking a meal, designing a garment).
 GRASPS: An acronym for designing authentic performance tasks: Goal, Role, Audience,
Situation, Product, Standards.

V. Assessment Tools

 Rubric: A scoring guide used to evaluate the quality of students' constructed responses
(e.g., a project or essay). It usually includes criteria and a rating scale (e.g., 1-4).
 Portfolio: A collection of student work that demonstrates progress and achievement over
time (e.g., a collection of sewing samples or

Lesson 1
recipe modifications).

Lesson Planning and

Learning Plan
Instructional Design

Lesson Planning vs. Instructional Design

While often used interchangeably, they
operate at different scales.

 Instructional Design (The Blueprint): This is the high-level process of analyzing learning
needs and developing a systematic delivery system. It often uses frameworks like ADDIE
(Analysis, Design, Development, Implementation, Evaluation) or UbD (Understanding by
Design). It looks at the entire unit or course.
 Lesson Planning (The Daily Itinerary): This is the specific outline of what will happen during
a single class period. It details the specific activities, materials, and time allotments.

Analogy: Instructional Design is designing the house; Lesson Planning is deciding how to furnish
and use a specific room.

Activity #1

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HE 801a – Methods in Teaching Home Economics
Objective:

To identify and evaluate the components of a Home Economics curriculum and understand how
each component supports effective teaching and learning.

Instructions:

1. Form a group of 3–4 learners.

2. Select a Home Economics lesson or unit (e.g., cooking, budgeting, clothing care,
household management).
3. Using the table below, analyze the lesson/unit by identifying its Objectives, Content,
Methodology, and Evaluation.
4. Discuss as a group how each component contributes to learners’ knowledge, skills, and
values.
5. Suggest improvements for each component to make the curriculum more aligned with
21st century competencies and sustainability.
6. Prepare to present your findings to the class.

Analysis Table

Curriculum Component Current Practice Strengths Suggested Improvements

Objectives

Content

Methodology

Evaluation

Guide Questions for Discussion:

 Are the objectives clear and measurable?

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HE 801a – Methods in Teaching Home Economics
  Is the content relevant, learner-centered, and responsive to societal needs?
 Are the teaching methods effective for skill mastery and active participation?
 Does the evaluation align with objectives and assess both skills and understanding?
 How can the lesson integrate 21st century skills like critical thinking, collaboration, and
digital literacy?
 How can sustainability concepts be included in the lesson?

2. Writing Instructional Objectives (KSV)

In Home Economics, holistic learning is essential. We rarely teach a skill without the
accompanying knowledge or value. We organize objectives into three domains, often referred
to as KSV.

A. Knowledge (Cognitive Domain)

This deals with mental processes—recalling, understanding, and analyzing information.
 Keywords: Identify, Explain, Analyze, Calculate, Compare.
HE Example: "The student will analyze the nutritional difference between butter and
margarine."

B. Skills (Psychomotor Domain)

This deals with manual dexterity, physical skills, and the manipulation of tools.
 Keywords: Demonstrate, Construct, Measure, Operate, Assemble.
HE Example: "The student will demonstrate the proper technique for dicing an onion."

C. Values (Affective Domain)

This deals with attitudes, appreciation, and emotional development. In HE, this is crucial for
topics like work ethic, sustainability, and empathy.
 Keywords: Appreciate, Justify, Relate, Commit, Share.
HE Example: "The student will value the importance of food safety to prevent foodborne illness
in the family."

 The SMART Rule: Ensure every objective is Specific, Measurable, Attainable, Result-
oriented, and Time-bound.

3. Lesson Plan Formats for Home Economics

There is no single "correct" format, but two are dominant in HE education.

A. The Detailed Lesson Plan (DLP)

Best for student teachers. It includes a script of the teacher's activity vs. the student's activity.

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HE 801a – Methods in Teaching Home Economics
 Structure:
I. Objectives
II. Subject Matter (Topic, References, Materials)
III. Procedure (Teacher's Activity | Student's Activity)
IV. Evaluation
V. Assignment
B. The 4A's Format (Constructivist Approach)

This is highly effective for HE because it relies on experience first.

1. Activity: Do something first (e.g., taste test two types of milk).

2. Analysis: Process the experience (e.g., "Which one tasted sweeter? Why?").
3. Abstraction: The teacher lectures/clarifies the theory (e.g., Lactose content).
4. Application: Transfer learning to a new context (e.g., Choose the right milk for a
diabetic meal plan).

4. Designing Outcome-Based Learning Experiences

Outcome-Based Education (OBE) flips the planning process. Instead of asking
"What textbook chapter do I read?", you ask "What should the student be able to do?"
The Backward Design Process (UbD)

1. Identify Desired Results (The Outcome):

Goal: Students can plan a budget for a family of four.

2. Determine Acceptable Evidence (The Assessment):

Evidence: A completed spreadsheet with income vs. expenses, showing a
positive balance.

3. Plan Learning Experiences (The Instruction):

Activity: Lecture on needs vs. wants, practice with mock salaries, guest speaker
on savings.

The "GRASPS" Model for Performance Tasks

To create authentic HE tasks, use GRASPS:

Goal: The challenge (e.g., Cater a birthday party).

Role: The student's job (e.g., Head Chef).
Audience: Who is it for? (e.g., The Client/Teacher).

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HE 801a – Methods in Teaching Home Economics
Situation: The context (e.g., You have a budget of $50).
Product: What they create (e.g., A 3-course menu).
Standards: How it is judged (e.g., Rubric on nutrition and cost).

Analysis

ANALYSIS: The "Objective Autopsy"

Objective: Critique and refine poorly written objectives.

Task: Look at the "Weak Objectives" below. Identify the error (e.g., not measurable, vague) and
rewrite them into strong SMART objectives using the KSV format.
Diagnosis (What's
Weak Objective Stronger Revision
wrong?)
1. Know about Too vague; not Skill: Thread and operate a sewing machine to
sewing. measurable. create a straight stitch.
2. Understand "Understand" is hard to Knowledge: Explain the function of baking powder
baking. measure. as a leavening agent.
3. Be good at Value: Demonstrate responsibility by organizing
Subjective.
cleaning. the workstation after the lab.

Abstraction

Abstraction: The 4A's Walkthrough

Concept: Understanding how the 4A's flow in a practical HE setting.

Scenario: You are teaching "Fabric Stain Removal."

 Activity: You give students stained fabric swatches and different household items
(vinegar, soap, bleach) and let them experiment.
 Analysis: You ask, "Which remover worked best on the ink stain? Why did bleach ruin
the silk?"

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HE 801a – Methods in Teaching Home Economics
 Abstraction: You explicitly teach the chemistry of solvents and fiber types.
 Application: You give them a "Laundry Emergency" scenario they must solve using their
new notes.

Application

Interactive Application: The GRASPS Design

Task: Create a Performance Task for a Grade 10 Interior Design unit using the GRASPS model.

 Goal: Redesign a bedroom for a sibling.

 Role: Interior Decorator.
 Audience: The Sibling (and parents).
 Situation: The sibling is moving to high school and needs a study space. Space is small (3m
x 3m).
 Product: A floor plan and "Mood Board" with color samples.
 Standards: Functional traffic flow, appropriate lighting for study, stays within budget.

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HE 801a – Methods in Teaching Home Economics
Answer Key & Rubrics (Teacher’s copy only)
Answer Key: The "Objective Autopsy" (Analysis Section)
(Note: Student answers may vary, but should follow the SMART criteria)
1. Weak: "Know about sewing."
Diagnosis: "Know" is internal. We cannot see "knowing."
Better: "Identify the parts of the sewing machine." (Cognitive) OR "Sew a French
Seam." (Psychomotor).
2. Weak: "Understand baking."
Diagnosis: Broad topic. No specific outcome.
Better: "Differentiate between soft-peak and stiff-peak meringue stages."
(Cognitive).
3. Weak: "Be good at cleaning."
Diagnosis: "Good" is subjective.
Better: "Sanitize kitchen surfaces using the correct chemical dilution ratios."
(Psychomotor/Cognitive).

Rubric: The GRASPS Design (Application Section)

Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning
The scenario feels The scenario is No scenario; just
The scenario feels
Authenticity like a real-life job or realistic but a list of
artificial or forced.
problem. slightly academic. instructions.
The student knows
Clarity of exactly who they are Role and Goal are Role is unclear (e.g., Missing Role or
Role/Goal and what they must present. "You are a student"). Goal.
achieve.
The task directly
The task does
Alignment to proves the student The task relates to The task is
not assess the
Standards learned the HE the concept. tangentially related.
concept.
concept.
Feasibility The task is doable The task is doable The task is too The task is
with standard school but requires complex for the impossible to

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HE 801a – Methods in Teaching Home Economics
Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning
significant
resources. time/resources. assess.
resources.
Rubric: Writing Objectives (General Assessment)
Criteria 3 - SMART 2 - Needs Work 1 - Weak
Uses a specific Bloom's verb Uses a vague verb (e.g., Learn,
Action Verb No verb used.
(e.g., Analyze, Construct). Study).
The result can be clearly Hard to judge if the student Impossible to
Measurability
seen or tested. succeeded. measure.
Domain Correctly labeled as Mislabeled (e.g., labeling a No domain
Correctness Knowledge, Skill, or Value. physical task as "Knowledge"). identified.

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