Fundamentals of Planning

Fundamentals of Planning

• Planning instruction is crucial for effective teaching.
• Teacher planning significantly impacts what's taught in schools (Clark and Lampert, 1986).
• Planning provides direction, confidence, and security (Freiberg and Driscoll, 2000).

Rationale for Instructional Planning

• Planning involves organizing content, familiarizing oneself with it, and gathering related instructional materials.
• Teachers plan to use appropriate instructional media.
• Teachers use a variety of teaching strategies and activities.
• Preparing to interact with students during instruction is part of effective planning.
• Incorporating motivational techniques into lessons is essential.
• Planning needs to account for individual student differences.
• Instructional plans must account for appropriate student performance evaluation procedures.
• Teachers serve as reflective decision-makers concerning the curriculum and instruction.
• Providing substitute teachers and teaching team members with specific plans in case of absences.
• Meeting administrative requirements, like submitting weekly plans for review, is important.
• Utilizing written plans as resources for planning is a crucial practice.

Planning and the Instructional Cycle

• Planning should occur before instruction.
• Instruction takes place,
• Assessment follows instruction.

Teacher Planning Process

• Instructional planning for a lesson is cyclical, following a learning continuum guiding teaching-learning tasks in the classroom.
• Teacher planning involves three phases: before, during, and after instruction.

Three Phases of Teaching and Decision Making

• Before Instruction:
  • Selecting content
  • Choosing an instructional approach
  • Allocating time and space
  • Determining structure
  • Establishing student motivation
• During Instruction:
  • Presenting materials
  • Asking questions
  • Providing assistance
  • Supporting practice
  • Managing transitions
  • Addressing discipline
• After Instruction:
  • Checking for understanding
  • Providing feedback
  • Praising and critiquing
  • Assessing
  • Grading
  • Reporting

Instructional Planning Process Model

• Identifying student instructional goals
• Identifying student performance objectives
• Identifying teacher instruction strategies, models, and materials
• Identifying assessment procedures for student performance

Consequences of Clear Instructional Goals and Objectives

• Planning processes provide direction for both teachers and students.
• Learning objectives focus students, which prompts teachers to communicate the objectives for lessons.
• Planning results in a smoothly running classroom with fewer discipline issues.
• Teachers can avoid the role of police officers, due to the smooth flow of lessons.

Principles for Planning Instruction

• Understand desired student learning outcomes
• Determine methods to measure student understanding
• Decide on instructional practices to facilitate learning and application of information.

Guidelines in Planning Instruction

• Establish goals and a rationale for instruction
• Clearly define learning objectives
• Develop assessment strategies
• Structure units of study that encompass course material
• Design lessons that employ多种教学模式 (various instructional models)