hd101 midterm

• Effective teaching does not just happen. It is the product of Enought planning for each phase of inscion. enou instruction to a teacher usually refers to discussion made about organizing, implementing, and evaluating before, during, and after instruction.
• Good teaching - is the result of wellplanned lessons. Using this as a guideline, teachers are enjoined to engage in planning lessons to enhance instruction.
• Planning instruction- enables teachers to identify where they are going given a certain lesson. Likewise, in planning, they can foresee the expected consequences of instruction
• Good teaching- requires planning which should be done regularly in all phases of educative activities for the students' sake.
• Planning instruction is vital to teaching. In planning, teachers consider the school curriculum and its corresponding learning competencies where content of instruction is drawn-the logical sequencing of content, the instructional objectives, the organization of the knowledge content, the use of a variety of teaching strategies, and the use of appropriate assessment and evaluation.
• Clark and Lampert (1986) said that teacher planning is a major determinant of what is taught in schools which include, among others, the allocation of instructional time for individual and groups of students; comparing student groupings; organizing daily, weekly, and term schedules; compensating for interruptions from outside the classroom; and communicating with substitute teachers
• Cognizant of the significance of teacher planning in instruction, Freiberg and Driscoll (2000) formulated the following statements: Teacher planning... Provides a sense of direction and through this, a feeling of confidence and security; Organizes sequence and becomes familiar with course content; Collects and prepares related instructional materials, and plans to use various types of instructional media; Uses a variety of instructional strategies and activities overtime
• Rationale for Instructional Planning - Takes into account individual differences and the diversity of students when selecting objectives, content, strategies, materials, and requirements; Arranges for appropriate requirements and evaluation of student's performance; Becomes a reflective decision maker about curriculum and instructions; Provides substitute teachers and members of a teaching team with a specific plan to follow if one is absent; Incorporates techniques to motivate students to learn each lesson; Prepares to interact with students during i
• Other reasons for planning instructions according to Richard Kellough (2003)


  • To ensure curriculum coherence, that is, to ensure that what is supposed to be taught is, in fact, taught
  • To assure that the curriculum is developmentally appropriate to students' experiential backgrounds, developmental needs, learning capacities and styles, reading abilities and exceptionalities
  • To ensure efficient and effective teaching with a minimum of classroom-control problems
  • To ensure program continuation
• Richard Kellough: 'Failing to plan is planning to fail'
• There are many reasons why teachers must plan carefully
• planning the instructional cycle- 1. planning prior to instruction 2. instructing 3. assessing
• ARENDS 2004 Teacher planning, which is a part of an overall instructional cycle, is a multifaceted and ongoing process that covers almost everything that teachers do. It is not just the lesson plans that the teachers create for the next day, but also the in-flight adjustments they make as they teach since the planning is done after instruction as a result of assessment .
• Teacher planning for a given lesson is cyclical. It follows a learning continuum that provides direction on all teachinglearning tasks in the classroom. This refers to the overall instructional cycle. Planning takes place prior to instruction to ensure the conduct of the teaching-learning process, followed by assessment, and the cycle continues
• e three phases of teacher planning and decision making: (1) before instruction; (2) during instruction; and (3) after instruction.
• Decision Making is also important in teacher planning. A
• BEFORE INSTRUCTION: Choosing Content, Choosing Approach Allocating Time & Space Determining Structures Determining Motivation
• DURING INSTRUCTION: Presenting ,Questioning, Assisting Providing for Practice,Making Transitions ,Managing & Disciplining
• after instruction : Providing Feedback Testing Grading Reporting Praising & Criticizing Checking for understanding
• Instructional Planning Process Model Lasley II, Matczynski, and Rowley (2002) point out that the determination of an instructional purpose is the initial step in the instructional planning process.
• This is reflected in the Instructional Planning Process Model : Identify student instructional goal, identify student performance objectives, identify teacher instructional strategies,models and materials, identify assessment procedure of student performance
• Instructional goals & objectives: 1.Provides direction for instructional process. 2.Provides focus & instructional intents to students 3.Results in smoothly running classrooms. 4.Provides means to assess student learning
• Instructional planning initiated by teachers can give students and teachers a sense of direction and can help students become aware of the goals implicit in the learning tasks they are asked to perform (Arends, 2004).
• Instructional planning provides direction for instructional process, a smoothly running classroom with fewer discipline problems and fewer interruptions (Arends, 2004
• Instructional planning increases the likelihood that students will be interested, will learn and will be satisfied (Cruickshank et al., 1999
• The intent of instructional planning is to determine what students should accomplish and then to plot a course of action (instructional models and Strategies) that facilitates student accomplishment of objectives (Lasley II et al., 2002).
• Instructional planning helps create, arrange, and organize instructional events to enable learning to occur. Planning helps arrange the appropriate flow and sequence of instructional events and also manage time and events (Burden & Byrd, 2003).
• Instructional planning helps teachers make decisions particularly in arranging, implementing, and evaluating with the end in view of ensuring student learning (Burden & Byrd, 2003).
• Principles for Planning Instruction (Grant P. Wiggins and Jay Tighe, 1998) Ask what i is that we want students to know and be able to do as a result of learning. Examine how we will know that our students are learning and that they can peerform tasks as a result of learning. Identify which instructional practices will assure us that the students have le and that they can use the information provided
• Authentic Learning. Educators encourage teachers to employ teaching strategies that will promote authentic learning.
• It takes place when students truly know the information and can perform tasks consistently based on that information (Tileston, 2004)
• It is likewise used to distinguish between the achievement of significant, meaningful, and useful knowledge and skills from those that are trivial and unrelated to students' lives (Eby & Martin, 2001)
• Mastery Learning. allow students to progress at their own rate, particularly in a unit of study. They believe that students can learn if the task fits their aptitude and they are given sufficient time to master the new skill or concept
• The theoretical model for mastery learning was inspired by John Caroll's (1963) observation that students with low aptitude for a particular subject could still learn that subject, although it will take them more time to do so.
• Experiential Learning. This form of learning is based on three assumptions (Johnson & Johnson, 1994): 1) that learners learn best when they are personally involved in the learning experience; (2) that knowledge has to be discovered by the learners themselves if it is to mean anything to them; and (3) that a commitment to learning is highest when learners are free to set their own learning goals and actively pursue them within a given framework.
• Experiential Learning


  Learning that addresses the needs and wants of the learners
• Carl Rogers (1994): 'All human beings have a natural propensity to learn'
• Steps for teachers in experiential learning

  1. Set a positive climate for learning

  2. Clarify the learning process of the learners

  3. Make available the learning resources

  4. Balance the intellectual and emotional components of learning

  5. Share feelings and thoughts with learners
• Facilitated learning


  Learning is facilitated when students participate completely in the learning process and has control over its nature and direction
• Observational Learning. This form of learning is also called social learning