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educationalplanningintructionalandtimeframing-180317112210.pdf
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- 3. Educational planning Educationalplanning, in its broadest generic sense, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society. The process of setting out in advance, strategies, polices, procedures, programs and standards through which an educational objectives (or set of objectives) can be achieved.
- 4. Characteristics of Educational Planning Primacyof planning Planning is pervasive Planning is Mission – Oriented Planning is Future- Oriented
- 5. Importance of planning Ineducation, a well-worked out course/lesson plan will act as a core of teaching-learning process. Planning is a roadmap to the instructor’s success. Your goals, which has been decided by planning, makes your decision making more efficient and more ‘to the point’
- 6. Programs in educationallearning Planning learning Sections of planning learning Developing a scheme of work The scheme of work organizes course content and describes how it will be delivered Developing a session plan In some curriculum areas a ‘session’ can be easily defined as an event that happens at a particular time on a particular day, with a clear start and end time.
- 7. Teachers planning Teachers planningbrings to mind thoughts and images-of outlines, plan books, objectives, textbooks, syllabi, and a variety of related products and activities.
- 8. How plan forclass room? The 3 Stages of lesson planning Outlining stage Decision stage Mapping stage
- 9. Effective planning A fewsteps to walk you through the process Step 1. Create an outline of the curriculum you want to cover Step 2. Create a list of desired outcomes Step 3. Make another outline of the time — year/semester
- 10. Step 4. Breakcurriculum down into small manageable pieces Step 5. Take time to decide which takes what time Step 6. Spread them across the timeline
- 11. Step 7. Gatherteaching materials and supporting data Step 8. Decide on how you are going to share course materials with students Step 9. Decide how you are going to assess students, exams, assignments, projects, tasks etc.
- 12. How to assesyour plan? Student results See whether if it provides any insights Contributions into the teaching learning process Check for productivity
- 13. How this planhelps the students Gathering feedback
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- 15. It is definedas Visualizing: the ability to visualize the future classroom events. Guidance: provides the guide that assists in creating o flow of events that has a starting and ending point. Managing: a way of managing time and event. Decision making: Allows one to make decisions about the hows and whats of teaching based on three primary considerations. 1. the students prior learning experiences 2. The content derived from curriculum guides, textbooks, teacher-developed material.
- 16. Functions of instructional planning To give an overview of instructions To facilitate good management of instruction To make learning purposeful To economize time To provide a variety of instructional activities
- 17. Principles of instructional planning Understand the rational of the course in the context of the goals of the school or district Determine what context should be adapted in view of the objectives Classify the focus of the course Decide how much time to spend on each topic Determine if there is the special need for the course- special learners, instructional program Identify the important components: content, concepts, skills and values
- 18. Objectives of instructional planning Toachieve Aims :it is the most general objective of the instructional planning. Goals: it is the description of general objective of school curricula.
- 19. Importance of instructional planning Allow young adolescents to gain knowledge, learn skills which can be applied outside the classroom. Help the educators keep in mind the needs of their students Provides continuity of instruction and efficient use of time in class room Able to identify and schedule resources Helps to adhere to the local, state and national guidelines
- 20. Time Framing Working asa teacher requires excellent time management skills. Teachers need to balance the long- term goals of the classroom, the immediate educational needs of the students and the large volume of paperwork that comes with every assignment.
- 21. Lesson of Framing what students will be doing/learning in class today, AND What students will be able to do with that knowledge. This strategy is called “framing” the lesson because it includes both parts at the beginning and the end To frame the lesson, the teacher gives the students a clear picture of the lesson.
- 22. Five Effective TimeFraming Tips Organize the day by priorities Teacher time management must start with setting priorities and organizing the day around the most important tasks. Setting priorities can help keep teachers on track throughout the day. Strategically plan homework assignments Both teachers and students may find that assignments that require repetitive practice is better suited for the home environment
- 23. Avoid “loaded”procrastination Teachers find it more efficient to break up grading materials into small groups that are graded each day than to work on grading the work of the entire class on the same day. Plan for potential crises It is better to plan ahead for potential problems before facing them in the classroom, as urgent crises can distract teachers from their goals within the classroom.
- 24. Set aside personaltime A teacher has many tasks that require attention and often focuses on the needs of students and their parents it is also important to set aside personal time to keep the priorities in proper perspective.
- 25. Daily Learning Objective(s) Some tips for the daily learning objective: Use “student friendly” language to write the objective. Post the objective in the classroom where students can see. Discuss the objective at the beginning of the lesson. Make sure the objective is reasonable to complete in one lesson or class
- 26. Power zone Workingin the “power zone” means teaching or monitoring in close proximity to students. When a teacher engages in this practice, every other instructional practice is enhanced and made more powerful and no time is wasted. On-task behaviors increase Discipline issues decrease Student retention of content improves
- 27. The “power zone”does typically NOT include… The teacher work area (behind the desk, or at the computer). The lecture position (at the front center of the room).
- 28. Benefits of teachingin the “power zone” Classroom Management Address unwanted behaviors immediately. Manage transitions.
- 29. Tips to Recognize& Reinforce Positive Behaviors: Create a list of the specific student behaviors or accomplishments you want to encourage. When students use these desired behaviors, praise them sincerely and credibly. Specify the praiseworthy aspects of the student’s accomplishments. Help students appreciate their own thinking and problem-solving. Attribute student success to effort and ability, implying that similar successes can be expected in the future through a similar work ethic.
- 30. “Standards do notensure student achievement, teachers with strong knowledge and skill about how to help students reach the standards will impact achievement”. - Mike Schomker Focus, 2011