With content and performance standards and learning competencies firmly articulated in the K to 12 curriculum, it is easier for teachers to carry out both short-term and long-term instructional planning. Research shows that effective teachers organize and plan their instruction (Misulis 1997 Stronge 2007). Furthermore, it helps ensure that the time spent inside the classroom is maximized for instruction, is responsive to learners’ needs, and therefore communicates expectations of achievement to learners (Stronge, 2007). Instructional planning guarantees that teaching and learning are the central focus of classroom activity. It involves identifying expectations for learners and choosing the materials and organizing the sequential activities that will help learners reach those expectations. According to Airasian (1994), planning is a vital step in the instructional process. Instructional planning is the process of determining what learning opportunities students in school will have by planning “the content of instruction, selecting teaching materials, designing the learning activities and grouping methods, and deciding on the pacing and allocation of instructional time” (Virginia Department of Education).
The Department of Education (DepEd) recognizes that instructional planning is essential to successful teaching and learning (Dick & Reiser 1996).
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