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Instructional planning for effective teaching
- 1. Instructional Planning For Effective Teaching
- 2. Meaning of Instruction Instruction is the execution of the curriculum, actually teaching it. Instruction doesn't always follow curriculum. It is often unplanned. Meaning of Planning Planning means the “act or process of making or carrying out plans.”
- 3. Instructional Planning Instructional planning is a process of the teacher using appropriate curricula, instructional strategies, and resources during the planning process to address the diverse needs of students. Each lesson, unit, semester, or school year, while teachers are planning the content of instruction, selecting teaching materials, designing the learning activities and grouping methods, and deciding on the pacing and allocation of instructional time, they are actually determining what learning opportunities their students are going to have.
- 5. To improve practices, one needs to have prior thought and planning, ongoing review, and continuous adjustment as the plan unfolds in practice, and, finally, reflection on what worked, what didn’t, and how to improve. Teaching is a complex activity that involves careful preparation and planning, both for short-term learning purposes or long-term learning purposes. Instructional Planning as Teacher
- 6. Continue.... A solid planning process is integral to a teacher’s efforts in identifying appropriate curriculum, instructional strategies, and resources to address the needs of all students. teachers’ planning influences the content of instruction, the sequence and cognitive demands of subject topics, learning activities and students’ opportunities to learn, and the pacing and allocation of instructional time.
- 7. Effective Teachers Are More Likely To Have The Following Planning Behaviours While Deciding On Subject Content: Construct a blueprint of how to address the curriculum during the instructional time. • Collaborate with one or more teachers while planning, rather than plan lessons alone. • Facilitate planning units in advance to make intra- and interdisciplinary connections. Use student assessment data to plan what goals and objectives to address.
- 8. Continue… Plan for the context of the lesson to help students relate, organize, and make knowledge become a part of students’ long-term memory. • Sequence material to promote student’s cognitive and developmental growth. • Use knowledge of available resources to determine what resources they need to acquire or develop. • Plan instruction in a multi-sourced manner. Take into account the abilities of their students and the students’ strengths and weaknesses as well as their interest level.
- 9. 1) What should be taught? 2) How should it be taught? 3) How should instruction and student learning be assessed? The Following Key Questions That Teachers Need To Consider For Effective Instructional Planning:-
- 10. What should be taught? In deciding what should be taught, effective teachers often use prescribed textbooks, but they hardly ever follow traditional plans. In fact, they frequently have a blue print in their minds that has been formed and re-formed over time. Effective teachers not only plan what to teach, but more importantly, they plan for whom they are going to teach. They exert effort to reach beyond their comfort zone of disciplinary thinking and actions to incorporate their students’ learning needs.
- 11. Continue..... Effective teachers excel in delineating the intended outcomes of each lesson and describing the behaviours or actions that students should be able to perform after participating in the learning activities.
- 12. How Should It Be Taught? Effective teachers follow the predefined plan while remaining open to changes and continuously adjusting their instruction based on student needs. Further, expert teachers anticipate the difficulties students might encounter while learning the content of the lesson. They consider students’ thinking in order to assess the success of the lesson plan and then modify their instruction promptly. xvi Having a lesson plan cannot ensure that the actual lesson will be implemented as what’s prescribed beforehand in the plan. The classroom is full of ebbs and flows. Consequently, teachers need to be opportunistic and tap into their pedagogical and content resources in a fluid and flexible manner in order to proceed smoothly
- 13. How Should Instruction and Student Learning Be Assessed? When the learning objectives are set up, in addition to aligning activities to them, teachers also need to link the assessment plan to the learning objectives. Alignment of curriculum, learning activities, and assessment is integral to any instructional design. (This type of alignment is referred to as ‘Opportunity to Learn.’) Before the actual instruction starts, teachers need to decide upon valid and reliable assessment techniques that are available to solicit student learning data and judge the success of the instructional plan.
- 14. Continue..... Additionally, teachers should communicate to their students about what they are expected to achieve and inform them about how they will be assessed after participating in the learning activities.
- 15. Performance Indicators for the Instructional Planning for Teachers Uses student learning data to guide planning. Plans time realistically for pacing, content mastery, and transitions. Plans for differentiated instruction. Aligns lesson objectives to the school’s curriculum and student learning needs. Develops appropriate long- and short-range plans, and adapts plans when needed.
- 16. References: Brief #4 - Performance Standard 2: Instructional Planning INSTRUCTIONAL PLANNING Merriam-Webster, Inc. (2006). Webster’s new explorer encyclopedic dictionary. Springfield, MA: Author. p. 1387. Misulis, K. (1997). Content analysis: A useful tool for instructional planning. Contemporary Education, 69(1), 45-47. p. 45 McEwan, E. K. (2002). 10 traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press. Haynie, G. (2006, April). Effective Biology teaching: A value-added instructional improvement analysis model. Retrieved February 7, 2009, from http://www.wcpss.net/evaluation-research/reports/2006/0528biology.pdf. McEwan, E. K. (2002). Haynie, G. (2006).