C:\documents and settings\ma phi rose\desktop\tcp\instructional planning

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compilation of data taken from various sources from the internet. i do not own some of the information here and neither do i claim 100% originality

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C:\documents and settings\ma phi rose\desktop\tcp\instructional planning

  1. 1. Prepared by: Elizabeth R. Calero First semester 2010-2011
  2. 2. Definition <ul><li>Instructional Planning </li></ul><ul><ul><li>• Preparation for teaching and learning, including ; </li></ul></ul><ul><ul><li>– construction of goals, objectives, and instructional and assessment methodology. </li></ul></ul><ul><ul><li>• Systematic planning, developing, evaluating, and managing the instructional process based on principles of learning and instruction. onal Planning is the </li></ul></ul>
  3. 3. Instructional Planning is <ul><ul><li>The big picture of “what to teach” and “how to teach it.” </li></ul></ul>
  4. 4. Key Principles
  5. 5. Identify Instructional Goals <ul><li>Goals are general statements of desired instructional outcomes that usually can be broken down into a variety of much more specific behaviors ( Reiser & Dick, 1996) </li></ul>
  6. 6. Analyze the Learners <ul><li>Students’ general ability level </li></ul><ul><li>Their learning styles </li></ul><ul><li>Their prerequisite knowledge and skills in the subject </li></ul><ul><li>Their attitude towards learning that subject </li></ul>
  7. 7. Identify Instructional Objectives <ul><li>Bloom’s Taxonomy </li></ul><ul><ul><li>Cognitive </li></ul></ul><ul><ul><li>Affective </li></ul></ul><ul><ul><li>Psychomotor </li></ul></ul><ul><li>Dep-ed Prescribed </li></ul>
  8. 8. Instructional Activities <ul><li>Consider the format prescribed by your school </li></ul><ul><ul><li>Curriculum Pacing Guide </li></ul></ul><ul><ul><li>Understanding by Design </li></ul></ul>
  9. 9. Instructional Activities <ul><li>Introduction </li></ul><ul><ul><li>Motivating students </li></ul></ul><ul><ul><li>Informing students of objectives </li></ul></ul><ul><ul><li>Helping students to recall prerequisites </li></ul></ul><ul><li>Development </li></ul><ul><ul><li>Presenting information and examples </li></ul></ul><ul><ul><li>Providing practice and feedback </li></ul></ul><ul><li>Conclusion </li></ul><ul><li>Summarizing the lesson </li></ul>
  10. 10. Instructional Media <ul><li>Consider the following: </li></ul><ul><ul><li>Practicality </li></ul></ul><ul><ul><li>Appropriateness in relation to your students’ characteristics </li></ul></ul><ul><ul><li>Activity matching </li></ul></ul><ul><ul><li>Objective matching </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Cost </li></ul></ul>
  11. 11. Revise Instruction <ul><li>EVALUATION: Formative and Summative Assessments </li></ul><ul><ul><li>Student performance on oral/written practice exercises/quizzes given </li></ul></ul><ul><ul><li>Student performance on tests(continual assessment/ </li></ul></ul><ul><ul><li>semestral assessment) </li></ul></ul>
  12. 12. <ul><ul><li>Observation of student attitudes/behaviors during lessons </li></ul></ul><ul><ul><li>Student attitudes following lesson(s). </li></ul></ul><ul><ul><li>Teacher’s reflection of delivery of lesson(s). </li></ul></ul>
  13. 13. When to Revise <ul><li>Revise/modify/discard : · inappropriate specific learning objectives · ineffective/inaccurate test items. · ineffective instructional activities. · ineffective practice or feedback. · ineffective remedial activities. </li></ul>

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