Instructional planning

UNIT 5 : Designing Instruction to Maximize Student’s Learning

Reporter : Cynthia Calupas

Kinds and Parts ofLesson Plan

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1) Plan for the Whole Semester or Year

This course plan contains statements of goals, methods, procedures, contents, skills to be developed, materials to be used, range of pupil activities, target dates, and evaluative look.

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MAJOR TYPES OF PLANS

2) The Unit PlanThe unit plan covers a unit of a course, and is used when the basic textbook is divided into units. It has objectives, the topic or problem for study, contents to be covered, experiments to be performed, instructional materials to be used, target dates, and evaluative measures. 

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3) The Daily Plan

A daily lesson plan includes such parts as:Specific objectives to be accomplished.Subject matter to be taught or to be

performed.Methods or procedures to be used to

accomplished the objectives.Criteria for evaluation to appraise the

success of teaching and learning.Other activities such as projects, assignments

and references to be used by the class.7

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PARTS OF A DAILY LESSON PLAN

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1) Attainable Objectives

Objectives should be stated singly in clear, specific and behavioral matters along with the three levels of behavior – cognitive, affective and psychomotor.

Desired Outcomes of Learning must be observable, attainable and measurable, using the action verbs like manipulate, plot, devise, classify, organize, read, solve, define, sing or draw instead of general and abstract verbs like know, understand, appreciate or comprehend.

Examples of faulty objectives:

1) To appreciate beautiful descriptions in the passage read.Criticism: The verb appreciate is open to many

interpretations, thus making it hard for the teacher to determine the realization of the objective.

Improved: To list down all the beautiful descriptions in the passages

read.

2) To know the difference between an adjective and an adverb.Criticism: The verb know is not observable.Improved: To construct sentences using adjectives and verbs correctly.

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2) Adequate Subject Matter and Specific References

You should select and arrange the subject matter, specifying the textbooks, library references, apparatuses, visual aids, and equipment needed that will help you attain your objectives.

3) Well-Chosen Proceduresa. Motivation Techniques

The key to all successful teaching lies in making learning purposeful and meaningful. When pupils see value in what they do, this results in mutual recognition of interests and effective relationships of purposes by both the learners and the teacher.

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Motivations are generally classified as:

1) Intrinsic motivation based on fundamental needs and drives and which

will arouse the learners’ innate desire to act. common forms of intrinsic motivation are the desire

to gain knowledge, the desire to explore and the desire to construct.

arouse the interest of the class by relating subject matter to their important needs or goals. No lesson is considered complete unless it includes motivation as its first step. Furthermore, continuous motivation is important to sustain interest. Hence, every phase of the lesson should be appropriately motivated.

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2) Extrinsic motivation is something external and is based on incentives

designed to make learners more responsive than when they are left without them.

effect of such incentives varies according to sex, age and mental ability. For instance, an inspiring word may spur the more ambitious ones to work harder while the same will not even move the less capable. Incentives like scholarships, medals and honors will stimulate learners to do good. However, this type of motivation should not be too emphasized to become the be-all and end-all of learning.

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b. Review

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A review of previous lessons, if necessary, should be included in the plan to determine entry knowledge and skills to enable the class to understand the new lesson better. 

c. Presentation of the Lesson methods or procedures followed in teaching are

determined by the objectives of the lesson, the nature or degree of difficulty of the subject

matter, the ability and experiences of the learners, the devices and equipment available, and the teacher’s orientation.

* You should know a number of strategies which you can use anytime in order to avoid boredom, to meet individual differences and to exert maximum efforts to make learning permanent.

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4) Well-Motivated Assignment It may be a problem to be solved, something to be read,

themes to be written, questions to be answered, a practice to be done, a project to be undertaken, and the like.

It provides the direction and the scope of the work and indicates worthwhile learning activities that will enable the learner to achieve the objectives set by the teacher.

* There should be enough activity to challenge the best pupils and to give the slow ones something to do.

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What are the characteristics of a good assignment? should have a clear objectives; should indicate requirement and purpose; should be specific, logically organized,

reasonable, attainable, not too easy nor too difficult to work on;

should be adapted to the learner’s experience, interest, home conditions, and vocabulary level;

should stimulate thinking and indicate available reference materials.

* To bring out the desired results, you should check duly accomplished assignments.

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5) Suitable Evaluation Techniques It is primarily the process of determining to what

extent the educational objectives are being realized by the program of curriculum and instruction.

It must measure certain desirable changes in the behavior pattern of the learner.

It has to take in to account variables like individual differences, the setting or environmental conditions in which learning takes place, and the skill and personality of the teacher.

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Specific Evaluation Techniques Tests are a valuable aid to learning. Retention

can be increased by administering a number of tests and providing immediate feedback of correct answers.

Other Evaluation Techniques also includes: graphs, drills, projects, informal quizzes, reports, observations, anecdotal records, sociometric technique and marks, checklists, rating scales, score cards, interviews, homework, questionnaires, and conferences with parents and other people who have a chance to observe the progress of the work of the learners.

* The resourceful teacher the many opportunities he/she can provide for evaluation and self-examination. 21

A Teacher should be guided by the fact that evaluation seeks to answer the following questions:

1) Are the objectives of the lesson achieved?

Are they worthwhile?

2) Are the methods employed effective?

3) Is the student behavior changed into the desired direction?

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The End

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Reporter : Cynthia Calupas