This document provides guidance on instructional planning and design. It discusses: 1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence. 2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources. 3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities. 4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries. 5. Guidelines for establishing a positive classroom climate and effective questioning techniques.

1. Associate Professor
Centre for Environmental Management
National Institute of Technical Teachers Training and Research
Taramani, Chennai - 600 113, India

7. Robert Glaser (1960)

8. Contd.
1. To ensure the right allocation - teaching time - each
topic - avoid running out of material.
2. To prevent unnecessary overlapping - repetition of
information.
3. To teach - topics in a logical sequence.
4. To select - most suitable instructional methods -
materials - media

9. 5. To budget - for the instructional resources required - to
procure - prepare them.
6. To revise the instructional materials - in the light of the
feedback obtained - the previous year - semester.
7. To provide a variety of activities - learning experiences - for
the students.
8. To enhance teacher’s self confidence - in his/her ability -
teach in an interesting - effective way - by designing a
number of tactical alternatives.

11. PROGRAMME
COURSE 1 COURSE n
MODULE 1 nMODULE
TOPIC 1 TOPIC n
TEACHING
POINT
1
TEACHING
POINT
n

14. • The main emphasis while preparing a Course Plan is
on the allocation of time for teaching the various units
of the syllabus of a course.

15. 1. Title of the Programme :
2. Name of the course :
3. Total No. of periods allotted for the course :
Unit No. Title of the Unit
No. of periods
allotted
Time allotted for tests & feedback
Time allotted for revision
Total

16. • The unit plan will enable the teacher to identify
 resources needed (materials and media)
 teaching strategies (methods) and
 evaluation procedures to be used

17.  Objectives of the lesson
 Maturity, interest and abilities of the target group
 Time available
 Facilities available

18.  Students’ general ability level
Their learning styles
Their prerequisite knowledge and skills
in the subject
Their attitude towards learning that
subject

19. • The resources (Instructional materials and media)
needed are to be identified:
 Handouts
 Work Sheets
 Chalk board
 Magnetic board
 Charts
 OHP transparencies
 Audio tapes
 Video tapes
 Multimedia Learning Packages
 Films
 Models
 Actual apparatus or equipment
 Demonstration Kits
 Slides

21.  Lesson refers to the learning experiences provided during a
single period of instruction.
 The duration - of an Instructional period - one to three hours.
 A Lesson - is highly structured to facilitate - ensure the
participation of the learners.
 During a lesson - lot of opportunities - provided to the learners
- for interaction - practice

22. • Lesson Plan is a blue print for a period of
instruction. It lists the activities in which the
students and the teacher will be engaged in at
different phases of a lesson.

23. Structuring involves:
(i) Breaking down a complex topic into simple and
small teaching points and
(ii) Organising the various teaching points in a logical
sequence

24. 1. INTRODUCTION (OR) PREPARATION
2. DEVELOPMENT (OR) PRESENTATION
3. CONSOLIDATION (OR) RECAPITULATION
4. EVALUATION AND FOLLOW-UP (OR)
CONCLUSION

25. Engage (INTRODUCTION)
•Ask a question
•Make connection between prior and
current knowledge
•Get students excited
Explain (DEVELOPMENT)
•Teach Concepts and relate to real life
situation
•Presenting information and examples
•Providing practice and feedback
Extend (CONSOLIDATION)
•Summarizing the lesson
•Providing thought for further
expansion of concepts
Evaluate (CONCLUSION)
•Student self-evaluation
•Assignments
•Evaluation guides teaching for value
addition

26. 1. Programme :
2. Course :
3. Lesson Number :
4. Date & Time :
5. Lesson Title :
6. Entering Behaviour :
7. Specific Instructional objectives:
Phase
Instructional events
Resources
/ Aids
Time
(in minutes)Teacher Activity Student Activity
(Prerequisites)

27. Method Teacher activity Student Activity
1. Lecture
Describes or Explains or
Illustrates
(with or without aids)
Listens
2. Drawing practice
Draws a diagram on the
chalkboard
Looks at the diagram,
Observes the method of
drawing and practices
3. Questioning
Asks questions and provides
feedback
Answers questions
4. Tutorial Guides the students Solves problems
Contd.

28. Method Teacher activity Student Activity
5. Discussion Leads discussion Participates in discussions
6. Demonstration Demonstrates Observes
7. Seminar Leads Participates in seminar
8. Laboratory Work /
Workshop Practice Guides Performs the experiments

29. • Does the lesson plan permit adjustment for
students with different abilities?
• Does the lesson plan encourage the students
to become continually involved in learning
activities?
• Does the lesson provide for adequate
coverage of the content to be learned for all
students?

30. • Does the lesson permit for monitoring of
student progress?
• Does the lesson provide for adequate
assistance for students who do not learn from
the initial procedure?
• Does the lesson provide adequate practice to
permit consolidation and integration of skills?

31. • A classroom lecture, unlike a formal speech should
be in the form of a lesson. It should place greater
emphasis on the teacher – student interactions

32. Contd.
Plan an introduction to attract the students interest.
This can be done by the following techniques:
 Highlight the relevance and usefulness of the topic to be
learnt.
 State a historical or current problem related to the lecture
content.
 Relate lecture content to the material presented in the
previous class.

33. • Provide a brief overview of the lecture content by
stating the expected learning outcomes. Write the
title of the lesson on the chalk board.
• Ask questions to find out whether your students
possess the entry behaviour necessary for
understanding the lecture content.
Contd.

34. • Organize the material to be presented in some
logical order. Suggested organization schemes
include:
 Cause-effect
 Time sequential
 Problem – Solution
 Pro-con
 Ascending – Descending
Contd.

35. • Strike a balance between depth and breadth of
coverage. When every nuance or detail of topic is
discussed, students often lose sight of the main
ideas. When too many ideas are presented and not
developed, students fail to gain understanding.
• Ask simple questions during the development phase
in order to ensure the logical development of the
topic.
Contd.

36. • Present the material in a simple language that is suitable to
your students.
• Use analogies, comparisons, correlations and illustrations.
• Follow Inductive / Deductive / Indo-deductive method for
illustration with examples.
• Summarize the key ideas periodically – at intermittent
stages.
• Use a variety of instructional media.

37. • Avoid reading from books or notes.
• While speaking, face the students and not the
chalkboard.
• Maintain eye contact with all the students.
• Modulate the tone of your voice in order to give
emphasis and also attract the attention of students

38. • Become aware of your mannerism and try to avoid
them.
• Provide for humour as and when possible.
• During the concluding phase, ask questions to
evaluate the achievement of objectives.
• Briefly summarize lecture material and preview what
lies ahead.

39. Evaluate
– Did every student meet the goal?
– How will I document?
– How and when will I remediate those that still
need help?
– When will I review this skill/concept?

40. 1. CLASSROOM CLIMATE
2. STEPS IN THE QUESTIONING PROCESS
3. DISTRIBUTING THE QUESTIONS

41. Classroom Climate:
In order to have successful exchanges between teacher and
students:
1. Students should feel free to ask questions of the teacher and
their classmates.
2. Students should feel free to answer questions.
3. Students should not feel threatened by giving a wrong
answer.

42. Steps in the Questioning Process:
1. Ask a question.
2. Give a pause, so that all students will think of an answer.
3. Call upon one student to answer the question.
4. Listen to student’s answer and provide reinforcement to him.
5. Emphasize the correct answer.

45. 45

47. Any doubts??
Further comments ??
Unanswered questions ??
Unresolved issues