Instructional planning

INSTRUCTIONAL PLANNING

Instructional Planning • Is defined as:Visualizing- the ability to visualize the future classroom

events.Guidance- provides the type of roadmap or guide that

assists in creating a flow of events that has a starting and ending point

Managing- a way of managing time and eventsDecision Making- allows one to make decisions about

the hows and whats of teaching based on three primary considerations:

1. The student’s prior learning experiences2. The content derived from curriculum guides,

textbook, teacher-developed materials3. The context and conditions on which the instruction

will take place

Functions of Planning

• To give an overview of instruction• To facilitate good management of

instruction• To make learning purposeful• To tie instructional events with

community resources• To provide for sequencing and pacing• To economize time• To provide for a variety of

instructional activities

• To make learner’s success more measurable which assists in re-teaching

• To create the opportunity for a higher-level questioning

• To assist in ordering supplies• To guide substitute teachers• To provide opportunities for an individual student

or a group of students to benefit maximally from participation in selected learning activities

• To link curriculum to teaching and learning• To provide teachers an opportunity to rehearse

mentally and on paper what will take place when they teach

Principles for Instructional Planning1. Understand the rational of the course in the

context of the goals of the school or district2. Determine what content should be adapted in

view of the objectives3. Classify the focus of the course- s it for stressing

subject matter, learner’s need or societal needs4. Decide how much time to spend on each topic5. Determine if there is a special need for the

course- special learners, instructional program6. Identify the important components: contents,

concepts, skills and values

7. Examine the components if they: a. meet the objectives of the course

b. foster critical or higher order thinkingc. match student’s abilitiesd. stimulate student’s intereste. are realistic in terms of the school resourcesf. are balanced in terms of the scope and sequence

8. Determine the approach including basic strategies, major assignments, references, texts and others in view of the goals

9. Determine the procedure for assessing the student’s attainment of the course

10. Decide on important components as a framework for the unit planning

11. Show the plan to an experienced colleague or supervisor and revise if so needed

12. As you plan, evaluate, modify and improve it. Take note of some components that should bea. added to cover gapsb. eliminated to avoid redundancyc. changed to avoid negative effects

Components of a Plan• 1. Objectives:a. Terminal- an important learning outcome that should be attained at the end of instructionb. Enroute or Enabling- the objective leading to the attainment of the terminal behavior

2. Content:a. Knowledge- like concepts, principles, laws/theories or factsb. Skills- like cognitive, affective and psychomotor skillsc. Values/Attitudes- like honesty, integrity, politeness

• 3. Skills:a. work habits, discussion, reading, writing, note-takingb. Dictionary reference and library skillsc. Reporting, research and computer skillsd. Interpreting skills- maps, charts, tables, graphse. Inquiry skills- problem solving, experimenting, hypothesizingf. Social skills- respecting rules, accepting criticism, maturityg. Cooperative and competitive skills- leadership and participation

4. Learning Activities:a. Lecturesb. Practice and drillc. Group activitiesd. Role playing, simulations, dramatizatione. Research or writing projectsf. Experimentsg. Filed Tripsh. Reviewi. Discussionsj. Reading a Testk. Viewing videotapes, VCDs, DVDsl. Listening audiotapes

• 5. Resources and materialsa. Written materials- books,

magazines, pamphlets, newspapersb. Audio-visual materials- films,

recordings, slides, TV, videotapesc. Programmed and computer

materialsd. Models, replicas, charts,

globes, maps, specimen

• 6. Evaluation Proceduresa. Demonstration, exhibits,

debatesb. Reviews, generalizations

and summariesc. Quizzes, examinationd. Re teachinge. Remediationf. Special training for special,

advance and slow students

Format of a Lesson Plan• The lesson plan is the day-to-day,

step-by-step approach to learning. It sets forth the proposal program or the instructional activities for the day. The components of the lesson plan are as follow:

• I. Objectives•Cognitive•Psychomotor•Affective

•II. Subject Matter•Topics/ Concepts•Values Integrated•References•Materials

• III. Learning Activities• A. Preparatory Activities• 1. Drill- activity that will enable the students to

automatize response to a pre-requisite skill of the new lesson• 2. Review- activity that will refresh or renew

previously taught material• 3. Introduction- an activity that will set the purpose

of the day’s lesson• 4. All activities should be motivating to arouse the

interests of the learners. These motivational activities could be of two types.• 1.) Intrinsic Motivation• - sustaining self-interest to learn• - maintains self-curiosity and involvement in the work by using

surprise, doubt, novel as well as familiar things.2.) Extrinsic Motivation - Interests that is ignited by an outward force like awards- monetary or material things, scholarships, inspiration from love ones

• B. Developmental Activities• 1. Presentation of the lesson• - real life situation or within the experience of

the learners are incorporated • - teacher uses different activities as a vehicle

to translate the knowledge, values and skills into learning that could be applied in their lives outside the school

2. Discussion/ Analysis- asking of a series of affective or cognitive questions about the lesson presented3. Abstraction/ Generalization

- the summary of the lesson- organizing significant information about

the lesson presented- completing graphic organizers like

concept map, Venn Diagram, fish bowl, table, matrices, etc.

• C. Closure/ Application- relates the lesson to other situations in the forms of:

dramatization, simulation and playStory tellingOral readingConstruction and drawingWritten compositionSinging or reciting a poemTestsCreative workSolving problems

• IV. Evaluation- determines whether the objectives are met and achieved

QuestioningSummarizingComparing present and previous

learningAssigning work- project, researchAdministering short quizPortfoliosRubricsjournals

• V. AssignmentAn activity done outside the

classroom/at home to:- reinforce or enrich the day’s lesson- set the materials that students have

to bring to school to implement the next lessonThe activity should help attain the day’s

lesson objective. It should be interesting and differentiated (w/ provision for remedial, reinforcement and enrichment activities)

Types of Lesson Plans• All lesson plans follow the same

format but the type of plan depends on the information given.• 1. brief- an outline of teacher’s

activities and is usually done by master teachers• 2. semi-detailed-all activities and

teachers questions are listed and usually done by neophyte teachers.• 3. detailed- all activities, teacher’s

questions and students’ expected answers are reflected and usually done by pre-service teachers

Instructional Objectives• A. Basic ConceptsAims are the most general objectives of

the Philippine Educational System. They are broad and value-laden statements expressing philosophical and ethical considerations that:Answer the needs and demands of the society especially children and youths

Are formulated by experts as policy-making bodies, panels and commissions

Are societal in nature or in a national level concern

Example: “Prepare students for democratic citizenship”

Goals are the descriptions of the general objectives of schools curricula/courses that are expected to:

Accomplish and organize learning experiences stressed on a system-wide basis

Represent the entire school program prepared by professional associations or any local educational agencies

Example: “Development of reading skill”“Understanding of mathematical concepts”Appreciation of art works”

Objectives are the descriptions of what eventually take place in the classroom. They

Should be SMART (specific, measurable, attainable, realistic, time bound)

A standard way of judging what has been achieved or not achieved

The chief functions to guide the teachers in making decisions on what to cover, what to emphasize, what content to select and what learning experience, activity, strategy or method best suits a certain learning plan

Have two essential components namely behavior and content but for assessment purposes, the objectives should be written w/ the ff. elements:

A- audience or the performerB- behavior or the action verb specifying the

learning outcomeC- content or the subject matterC- criterion or the degree of performance

considered sufficient to demonstrate mastery

Example: The student (audience) should distinguish (behavior) all (criterion) objectives indicating learning outcomes (content) from a set of objectives having both learning outcomes and learning activities (condition)

Selecting Instructional

Activities

Bases for Selection• 1. Goals and ObjectivesThe activity should be selected according

to the purposes served at a particular time for a specific group of students. It should help attain the objectives postulated for the course and the general goals of the school.

• 2. Maximize opportunities to achieve multiple goals

Activity should contribute maximally to the attainment of specific goals and corollary objectives as well as concomitant outcomes

• 3. Student MotivationActivity should make the learners actively

engaged and can sustain students motivation

• 4. Principles of LearningActivity should be based on the principles

of learning such as those that pertain to students cognitive development, attitudes and values, nature and growth of motor abilities and skills.

• 5. Facilities, Equipment and ResourcesActivity selected should consider the

facilities available, the equipment and teaching resources that maybe used, and the administrative organization and structure of the school

Criteria in Selecting Instructional Objectives

1. Relate to large curriculum goals-critical thinking, problem solving, self confidence, and other valued ability and dispositions

2. Put students in touch with a powerful idea or form of perception

3. Be scaffolded so that students are not confused or frustrated

4. Challenge students so that they will extend their present status

5. Allow for individualism so that those with different background sand levels of development can contribute and progress

6. Fit within existing constraints of time, space, resources, and students characteristics

7. Provoke emotional and physical as well as intellectual responses

8. Offer multiple perspectives on topics, issue, or problem

9. Help students make connections to what they are learning in other subject areas

10. Contribute to the quality of life outside of school11. Contribute to multiple goals and outcomes12. Allow students to choose, design, revise, carry

out, and evaluate the activity13. Offer students many ways to construct

knowledge- through movement, manipulation, visuals, and not just through text and number

• 14. conform to the official mandates regarding the content to be taught

• 15. give students opportunity to see how the activity fits within the bigger curriculum picture

• 16. draw upon community resource people, sites, records, and other documents

• 17. integrate skills in larger natural tasks rather than isolated skill exercises