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ELS 203 Final Lessons

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16 views4 pages

ELS 203 Final Lessons

Uploaded by

Regene Pearl Pedrosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ELS 203

What is Instructional Planning ?


In general terms, planning means the “act or process of making or
carrying out plans.”1 Instructional planning is a process of the teacher
using appropriate curricula, instructional strategies, resources and
data during the planning process to address the diverse needs of
students.
What is the importance of instructional planning? Instructional planning
is an important way for teachers to strategically decide what their students
will learn and how they will learn it. An important factor of instructional
planning is using differentiated instruction to meet the various needs of all
students.
The purpose of the instructional management plan is to organize efforts
that will assist in the development and delivery of a curriculum that is
consistent throughout the district.
The curriculum is the subjects that make up a course of study in a school
setting. Curriculum planning is the process of identifying and organizing the
instructional material that the course will follow.

Phases of teaching
1.Evaluate
2.Explore
3.Teaching
4.Elaborate
5.Engage
6.Changing testing strategies
7.Inter active stage
8.Behavior
9.Determining the instructional technique
10.Selection of teaching strategy
11.Content selection
12.Decision about evaluation and testing
13.Determination of goals
14.Identifying needs
15.Inter-active phase
16.Planning learning

What are the major phases of teaching?


The three phases of teaching, the pre-active, the inter-active and the post active
phase help to make teaching learning more productive and effective and bring about a
positive attitude towards learning.

Stages of Preparation and Planning for Teaching

 Stage One: Prepare students to learn. ...


 Stage Two: Present new material. ...
 Stage Three: Nurture student engagement. ...
 Stage Four: Encourage metacognition and reflection. ...
 Stage Five: Provide guidance and feedback for the next section. ...
 Overall Notes. ...
 The Types of Things that TFs Often Do to Prepare for Class.

6 Herbartian Approach Lesson Planning Steps

1) Introduction/Motivation, 2) Presentation, 3)
Comparison/Association, 4) Generalization, 5) Application, and
6) Recapitulation.

Constructive Approach Lesson Planning Steps

What are the constructive approaches?


A constructivist approach to learning is most helpful if we want our students not only to
learn but also to understand. Constructivism is based on the idea that learning is a
result of mental construction whereby new information is connected to what we already
know and our mental frameworks adapt and develop.
Constructivist Approaches to
Teaching and Learning
In my previous article (‘The delivery metaphor of teaching and learning’) I outlined
some of the problems of treating knowledge as something to be ‘delivered’ or
‘transmitted’ to students. In this view of teaching and learning, the teacher’s role is to
transmit knowledge and information, the learners’ role is simply to receive it.

One of the drivers of a ‘delivery’ approach to teaching and learning is teachers’ worries
that the curriculum is ‘overstuffed’ and they have so much to ‘cover’ that they cannot
afford to spend time on active learning methods such as discussion, problem-based
learning or research and inquiry. This kind of ‘coverage’ is the enemy of understanding
and making learning meaningful. The need to cover everything in the curriculum means
that most students will probably not develop understanding and deep knowledge.
Students can be given information and knowledge but how, or indeed if, they make
sense of it is more difficult to ascertain. Gordon Wells1concludes that the conception of
teaching as simply the transmission of knowledge is mistaken and asks us to consider
learning as the ‘guided reinvention of knowledge’. He further states that: “… it is not
possible simply by telling, to cause students to come to have the knowledge that is in
the mind of the teacher. Knowledge cannot be transmitted. It has to be constructed
afresh by each individual knower.” Constructivist theory, as we shall see, reminds us
that we need to help students to connect new learning to their previous learning and
experiences and to make personal sense of it.
Constructivist approaches to learning provide an antidote to the delivery metaphor.
Constructivism is based on a different set of metaphors around ideas of building and,
particularly, the building of knowledge, such
as construction, building, scaffolding and making. John Biggs and Catherine
Tang2 usefully extend this construction metaphor when they write about ‘bricks’ of
knowledge. Less able students, or those whose intention is simply to pass the course or
module, will simply collect ‘bricks’ of unconnected knowledge. They hope they will
gather a sufficient number of the right bricks to pass an assessment. Students who seek
greater, and lasting, knowledge and understanding, will use these bricks to make a
building of knowledge and understanding in which the whole is much greater than the
sum of its parts. If they forget the ‘contents’ of an individual brick, they can probably
recover it by reference to the bricks surrounding it and its place in the structure.
Constructivism draws on the work of a wide variety of philosophers, psychologists and
educators and also the work of gestalt psychologists. Gestalt refers to people’s
tendency to organise sensory information into figures and whole forms. Instead of
receiving bits and pieces of unrelated information, students need to make sense of
knowledge and ideas by seeing them as a connected whole.
Students need to see the ‘big picture’ of what they are going to learn. To use a jigsaw
analogy, we should ensure that students can see the picture on the box before they
start to assemble the pieces. Part of the lecturer’s job is to help students get the ‘big
picture’ and to encourage them in the development of frameworks for learning and for
understanding the fundamental concepts of their discipline, if necessary at the expense
of covering excessive content. A constructivist approach to learning is most helpful if
we want our students not only to learn but also to understand. Constructivism is based
on the idea that learning is a result of mental construction whereby new information is
connected to what we already know and our mental frameworks adapt and develop.
Constructivist theory suggests that we must provide, and help learners to create,
frameworks for learning. It is student-centred insofar as it is based on the notion that
students have to construct meaning for themselves, they cannot simply be given it.
Constructivism requires students to be active and teachers to use methods which will
encourage students’ active participation.
A key element of constructivism is that students actively construct their own knowledge
from experience. The Russian psychologist and educator, Lev Vygotsky developed the
theory of social constructivism. In essence, this theory suggests that people build
knowledge together and collaboratively. Social constructivism emphasises the
importance of language and interaction in learning and intellectual development and the
ways in which, through dialogue, ideas are developed, shared, analysed and evaluated.
Social constructivism is the antithesis of the ‘delivery’ metaphor in that it requires
teachers to be actively involved with students by helping them to see how things can be
fitted together (as well as recombined, adapted extended and changed) and providing
scaffolding to help them reach new heights.

What are constructivist approaches and methods?


The constructivist method is composed of at least five stages: inviting ideas,
exploration, proposition, explanation and solution, and taking action. The constructivist
classroom also focuses on daily activities when it comes to student work.

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