The document provides information about instructional planning including:
- Instructional planning involves systematically selecting educational goals and objectives and designing them for classroom use. It allows teachers to visualize and plan the teaching-learning process.
- Important aspects of instructional planning include providing logical lesson sequencing and pacing, economizing time and resources, including a variety of objectives, and guiding higher-level questioning.
- Types of instructional planning include course plans, unit plans, and lesson plans which provide daily guides for teachers. Lesson plans include objectives, methods, materials, and assignments.
The document provides information about instructional planning including:
- Instructional planning involves systematically selecting educational goals and objectives and designing them for classroom use. It allows teachers to visualize and plan the teaching-learning process.
- Important aspects of instructional planning include providing logical lesson sequencing and pacing, economizing time and resources, including a variety of objectives, and guiding higher-level questioning.
- Types of instructional planning include course plans, unit plans, and lesson plans which provide daily guides for teachers. Lesson plans include objectives, methods, materials, and assignments.
The document provides information about instructional planning including:
- Instructional planning involves systematically selecting educational goals and objectives and designing them for classroom use. It allows teachers to visualize and plan the teaching-learning process.
- Important aspects of instructional planning include providing logical lesson sequencing and pacing, economizing time and resources, including a variety of objectives, and guiding higher-level questioning.
- Types of instructional planning include course plans, unit plans, and lesson plans which provide daily guides for teachers. Lesson plans include objectives, methods, materials, and assignments.
The document provides information about instructional planning including:
- Instructional planning involves systematically selecting educational goals and objectives and designing them for classroom use. It allows teachers to visualize and plan the teaching-learning process.
- Important aspects of instructional planning include providing logical lesson sequencing and pacing, economizing time and resources, including a variety of objectives, and guiding higher-level questioning.
- Types of instructional planning include course plans, unit plans, and lesson plans which provide daily guides for teachers. Lesson plans include objectives, methods, materials, and assignments.
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PRAYER
Our Father, Who art in heaven, hallowed be
Thy name; Thy kingdom come; Thy will be done on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. House Rules In Online Class
Be prepared and on time
Only turn on your microphone if you are going to
respond to or ask a question
Avoid and do not be distraction to others
Stay focused and on task so you don’t miss
anything the speaker says. The Process of Instructional Planning
Christine Mae Calfoforo Pepito Jaqueca
Justine Mae Castillo Rhonalyn Ona Christine Dolor Mary Jane Talania Dolores Estorninos Group 2 2A1 Instructional planning
the systematic selection of educational goals and
objectives, and their design for use in the classroom.
it is the ability of the teacher to visualize and forecast
into the future of what , why and how of the teaching- learning process. Importance of Instructional Planning Provides for logical sequencing and pacing lessons Economizes cost- time and energy Provides for a variety of instructional objectives Creates the opportunity for higher level of questioning Guides teachers Develops a sequence of well organized learning experiences Presents a comprehensive, integrated and meaningful content an appropriate level Prepares pupils/ student’s for the day’s activities Provides directions for teachers Correlates instructional events Types of Instructional Planning
1. Course Plan or Mapping- A long range teachers guide is usually
called a map or course of study. Mapping is identified the details the content, concepts, skills and sometimes values to be taught for the entire course. 2. Unit Plan- Unit plans consist of concepts and learning goals that are taught over a period of time and are woven together, often across subject areas. A unit plan lasts two or three weeks (or longer) and includes several standards, skills, and desired outcomes for interconnected learning. 3. Lesson Plan -is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured. Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.
a. Components of Lesson Plan
• Objectives • Motivation • Outline • Methods • Materials and media • Assignment or homework b. Types Of Lesson Plan
• Mastery Learning Lesson Plan- involves the identification
of specific segments of learning and then mastery of them by individual students. Mastery learning provides a structure for teaching that includes class instruction followed by small group work. It is a group based approach to individualized instruction in which students often can learn cooperatively with their classmates. Mastery learning is a way to individualize instruction within the framework of a traditional group instruction classroom setting. The mastery learning instructional model described in this publication, involves four steps:
1. teaching the unit to the class;
2. giving a test to check students' learning at the unit's 'end-and then assessing mastery of subject matter; 3. giving, either enrichment activities or corrective activities to students as required; and 4. giving a second' test to measure mastery again.' • Thinking Skills Lesson Plan- is a goldmine of free, open-sourced lesson ideas that you can use to shake up your classroom. Critical Thinking Resources from Resilient Educator, can get something much more complex and skill based than simple lesson plans. But the value may derive from these resources can set the stages for continual professional improvement around critical thinking education. • Flexible Grouping Lesson Plan- Flexible grouping is a data-driven teaching practice. With this practice, you put students into temporary groups to work together for only as long as is needed for them to develop an identified skill or to complete a learning activity. Within this practice, students put into temporary groups to work together for as long as is needed for them to develop an identified skill or to complete a learning activity. Writing An Objective
• Principle for Goals and Objectives
S -Specific M- Measurable A- Attainable R- Result- Oriented T-Time bound and Terminal • Types of Objectives -Performance Objectives -Performance objectives need to be observable, measurable, and attainable.
are detailed descriptions of what students will be able to do by the end of a learning activity. They are related to intended outcomes, rather than the process for achieving those outcomes. They are specific and measurable, rather than broad and intangible DEVELOPMENT AND DESIGNING LESSON PLAN Different types of Lesson
• Development lesson - Is one in which something new is
presented or developed It may be a fact, a principle, a skill, a generalization, or some knowledge. It must not be something the class did not know before .
• Supervised Study Lesson- It is one whose purpose is to
teach children how to study a given subject effectively. It directs the students in the use and mastery of the best techniques of efficient study. • Appreciation Lesson - is designed to instruct the class to understand, appreciate and enjoy something. In order to appreciate something, one must understand to enjoy. Skills Development. Reference. Materials.
• Drill lesson- is a classroom technique used to practice new
language. It involves the teacher modelling a word or a sentence and the learners repeating it. • Application Lesson- is "where the rubber meets the road." It is also essential to effective language teaching. After a new language skill has been introduced and presented by the teacher, and practiced by the students, the lesson is far from over. Three Phases Of Developing a Lesson
1.The Initial Phase- answers the question of what you’ll be
teaching. It may be helpful to think of it as planning out your learning objectives. Ask yourself what your students should be able to do by the end of the lesson, and then backtrack and ask yourself what your students will need in order to accomplish those goals. 2. The lesson Proper- is when you answer how you will accomplish your learning objectives. This includes deciding on and planning out your activities, lectures, group projects, homework, etc. It may result in a formal lesson plan or simply a to-do list or course of action. How you decide to record your plan is up to you and the expectations you have to meet. After all, you already have learning objectives, whether formal or informal, in front of you to work off of.
3. The concluding phase- refers to the time you commit to
reflecting on the lesson you taught, strategizing based on that lesson, and thinking about the upcoming class. Lesson planning should never end with a piece of paper. Not only are there things that you have to prepare for your lesson plan, but there is a lot of planning that should take place after you teach the lesson. How you learn from your mistakes, replicate your victories, and strategize for your next class is up to you. There is no right or wrong answer, but the concluding phase gives you the space and time learn from both your victories and mistakes, which is an invaluable tool for both you and your students. ASSESSMENT Is the ongoing process of interpreting the evidence of what student can do
Means finding out what students know and are
able to do. Its emphasis is on observation of what is happening now. PURPOSE OF ASSESSMENT
is to gather relevant information about student performance or progress,
or to determine student interests to make judgments about their learning process.
Student assessment Is necessary because:
Student assessment Is necessary because:
1.Throughout a lesson or unit, the teacher might want to check for
understanding by using a formative assessment. Students who are experiencing difficulties in learning may benefit from the administration of a diagnostic test, which will be able to detect learning issues such as reading comprehension problems, an inability to remember written or spoken words, hearing or speech difficulties, and problems with hand– eye coordination. 2.Students generally complete a summative assessment after completing the study of a topic. The teacher can determine their level of achievement and provide them with feedback on their strengths and weaknesses. For students who didn’t master the topic or skill, teachers can use data from the assessment to create a plan for remediation. 3.Teachers may also want to use informal assessment techniques. Using self-assessment, students express what they think about their learning process and what they should work on. Using peer assessment, students get information from their classmates about what areas they should revise and what areas they’re good at. TEACHING STRATEGIES BRAINSTORMING is used when there is an issue that has to be clarified or a problem that calls for a solution. The basic design of a brainstorming session is presenting an open situation and creating an environment where students feel free to contribute their ideas without fear and failure. PURPOSE OF BRAINSTORMING: Is to get as many ideas to the surface as possible, no matter how unusual they may seem. DISCUSSION It is students’ exchange and share ideas about the lesson or about the assigned task. When planned properly, it can provide the students activities that will help develop thinking skills and allow them to engage in higher-level thinking. THREE WAYS IN CONDUCTING DISCUSSION:
1. Whole-class Discussion -All students in the class exchange and
share ideas about given topic with the teacher as a leader.
2. Small-class Discussion -This provides teachers opportunities to
note students’ behavior, attitudes, and abilities to express ideas. Teachers find discussion situations as valuable source of information about students’ needs, personalities and backgrounds. 3. Panel Discussion - This strategy affords the presentation of a variety of perceptions on a single topic. DEMONSTRATION this strategy designates the teacher or a designated individual to model the behavior of presentation, analysis and synthesis. It calls for a carefully planned presentation that shows how to perform an act as a procedure. FAMILIAR DEBATE this strategy in which two sides of an issue are presented and argued by two or more individuals within a given time period. This is formal approach in which oral presentations are made by members of two opposing teams on topics pre assigned and researched, and the speeches are followed by rebuttals from each other CLASS DEBATE Instead of having two contending parties, it involves seven members in a group assigned to debate on a topic. RESPONSIBILITIES OF EACH MEMBER TO PERFORM (Armstrong,1980) “PRO” position is the defenders’ attempt to marshal evidence in support of the proposition being debated. “CON” position seek to find evidence and develop a line of logic that opposes the proposition being debated. SKEPTICAL CRITIC seeks to find information that will be useful in attaching both arguments of the “pro” and the “con” sides. MOCK TRIAL this strategy helps students develop concepts of justice, learn key aspects of curriculum procedure, analyze issues, interpret facts, and evaluate decisions. In the conduct of mock trial, students need to know the roles of judges, attorneys, and witnesses as well as classroom procedures and rules of conduct. ROLE PLAYING this strategy is used when resolving problems or dilemmas and in creating empathy and understanding for another person’s views or behavior. The process enables students to identify with others in a variety of situations, develop empathy, concern for others, and other personal behaviors by having a student enact an incident or situation. SIMULATION
✓ provides students with activities that are designed to
provide lifelike problem-solving experiences. ✓They provide a representation of some phenomenon, event, or issue that actually exists or existed in the real world. ✓It can represent historical events, international affairs, family problems, military operations, schools, politics, or any activity ✓They permit students to perform vicariously expressive roles in decision making. It provides participants with an illusion of involvement in reality LECTURE it is a well-prepared oral presentation of a lesson by the teacher. This most widely used exposition strategy when properly organized and planned for. This is a teacher-directed strategy designed to help learners understand relationships in organized bodies of knowledge. THANK YOU!!!