Fundamentals of Planning for Instruction PDF

THE Fundamentals of Planning RATIONALE for Instructon Planning  Planning instruction is vital to teaching.  Clark and Lampert (1986) said that teacher planning is a major determinant of what is taught in school Freiberg and Driscoll (2000) formulated the following statements:...

THE Fundamentals of Planning RATIONALE for Instructon Planning  Planning instruction is vital to teaching.  Clark and Lampert (1986) said that teacher planning is a major determinant of what is taught in school Freiberg and Driscoll (2000) formulated the following statements: 1. provides a sense of direction and through this, a feeling of confidence and security; 2. Organizes sequence and becomes familiar with course content; 3. Collects and prepares related instructional materials, and plans to use types of instructional media. 4. Uses a variety of instructional strategies and activities overtime; 5. Prepares to interact with students during instructions; 6. Incorporates techniques to motivate students to learn each lesson; 7. Takes into account individual differences and the diversity of students when selecting, content, strategies, materials, and requirements 8. Arranges for appropriate requirements and evaluation of student’s performance; 9. Becomes a reflective decision maker about curriculum and instructions 10. Provides substitute teahers and members of a teaching team with a specific plan to fallow if one is absent. 11. Shown other member of a teaching team what the teachers are doing and how they are doing it; 12. Satisfies administrative requirements. Teacher are often required to turn intheir weekly plans for review by their principal; and 13. Uses written plans are resourses for planning. Planning and the Instructional Cycle Planning prior to instruction Assessin g Instructing  Teacher planning for a given lesson is cyclical. It follows a learning continuum that provides direction on all teaching- learning tasks in the classroom.  Arends likewise expounds on the three phases of teacher planning and decision making: (1) before instruction, (2) during instruction, and (3) after instruction  Three Phases of Teaching and Decision Before Instruction Making After Instruction During Instruction - Choosing Content - Presenting - Checking for - Choosing Approach - Questioning understanding - Allocating time and - Assisting - Providing feedback space - Providing for practice - Praising and - Determining - Making transitions criticizing Structures - Managing and - Testing - Determining disciplining - Grading motivation - Reporting Lasley II, Matezynski, and Rowley (2002) point out that the determination of an instructional purpose is the initial step in the instructional planning process. Instructional Planning Process Model Identify Identify teacher assessme Identify Identify instruction nt student student al procedure performan instruction strategies, s of ce al goal models, student objectives and performan materials ce  Consequences of Planning Instructional Goals and Objectives Provides Provides Results in Provides direction focus and smoothly means to for instructional running assess instruction intents to classroom student students learning al process s CONSEQUENCES Of Clear Instructional Goals and Objectives In PLANNING According to Arends (2004), the following are the consequenses of clear instructional goals and Objectives: 1. Planning processes initiated by teacrhers can give both students and teachers a sense of direction and can help students become aware of the goals implicits in the learning tasks they are to perform. 2. Learning objectives have a focusing effect on students, which leads to the recommendation that teachers make students aware of the objectives they have for their lessons.  3. Planning produces a smoothly running classroom with fewer discipline problems and their lessons. 4. Teachers who plan will find they do not have to be police officers, because their classrooms and lesson are characterized by a smooth flow of ideas. PRINCIPLES for Planning Instruction 1. Ask what it is that we want student to know and be able to do as result of learning. 2. Examine how we will know that our students are learning and that they can perform tasks as a result of learning 3. Identify which instructional practices will assure us that the students have learned and that they can use the information provided. GUIDELINES in Planning Instruction 1. Set goals and develop a rationale for instruction 2. Define objectives 3. Construct a means of evaluation. 4. Create units of study that encompass the content of the course of study 5. Design lessons for instruction using a variety of instructional models  THANK YOU FOR Listening