Planning for effective learning
experiences is one of the skills the
teacher has to develop. Also insures
more or less the direction that his
efforts will take. It helps create whole-
some discipline, a pleasant classroom
atmosphere, and purposeful teaching-
learning activities that are free from
waste in terms of time and effort.
Careful planning can give the teacher a
sense of confidence and ensure
What is instructional planning and
What procedure does
instructional planning has?
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
Sets of instruction, selecting teaching
materials, designing the learning activities,
methods, and deciding on the pacing and
allocation of instructional time, and
determining what learning opportunities their
students are going to have.
Year Plan, Unit Plan & Lesson Plan
Instructional delivery is a process in which
teachers apply a repertoire of instructional
strategies to communicate and interact with
students around academic content, and to
support student engagement.
Delivery vary in different ability, interest and
learning styles of the learners.
Strategies and Techniques
Instructional planning involve
decisions related to what will be
taught, how it will be organized for
learning and how learning will be
assessed. For analytical purposes it
is necessary to identify what
students and teachers will do.
To make effective our instructional
delivery the following area and
focus must be considered.
The teacher uses multiple instructional materials,
activities, strategies, and assessment techniques
to meet students’ needs and maximize the
learning of all students.
The teacher implements a variety of classroom
techniques, and strategies also enhances student
motivation and decreases discipline problems.
The teacher provides in-depth explanations of
academic content and covers higher-order
concepts and skills thoroughly.
The teacher is supportive and persistent in
keeping students on task and encouraging them
to actively integrate new information with prior
The teacher recognizes the schema or
pattern in student learning, and makes
inferences about the situation (such as
identifying the difficulties the students are
having), and promptly adjusts the materials,
learning activities, and assessment
techniques to maximize student learning
The teacher uses multiples levels
(particularly higher cognitive levels) of
questioning to stimulate student thinking
and monitor student learning.
The learning process and the outcomes of
learning have authentic “bearing” on