Developing teaching Plan

• Educational objectives


  used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units.
• Instructional objectives


  describe the teaching activities, specific content areas, and resources used to facilitate effective instruction.
• Behavioral or learning objective


  make use of the modifier behavioral or learning is action oriented rather than content oriented, learner centered rather than teacher centered.
• Goal


  -the final outcome to be achieved at the end of the teaching and learning process.
• Goal


  -referred to as learning outcomes, are global and broad in nature and are long-term targets for both the learner and the teacher.
• Objective


  -a specific, single, concrete, one-dimensional behavior.
• Objective


  -short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions.
• Bloom's Taxonomy (Triangle)

  1. Create
  2. Evaluate
  3. Analyze
  4. Apply
  5. Understand
  6. Remember
• Cognitive


  Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain; Most familiar to both instructors, authors and learners.
• Affective

  Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations: Often the most difficult  objectives to develop.
• Psychomotor

  The easiest objectives to write as the behavior is easily observed and monitored. This skills often involve the use of tools or instruments; “Hands On”.
• Goals and objectives

  should be as clear as possible and give us concrete guidance.
• Bloom’s taxonomy

  can help broaden our view of what students should learn.
• Specific

  Is there a description of a precise behavior and the situation it will performed in? Is it concrete, detailed, focused and defined?
• Measurable

  Can the performance of the objective be observed and measured?
• Achievable

  With a reasonable amount of effort and application can the objective be achieved? Are you attempting too much?
• Relevant

  Is the objective important or worthwhile to the learner? Is it possible to achieve this objective?
• Time-bound

  Is there a time limit, rate number, percentage or frequency clearly stated? When will the objective be accomplished?
• Mager (1997)


  the format for writing concise and useful behavioral objectives includes the following three important characteristics.
• Performance


  Describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved.
• Condition


  Describes the situations under which the behavior will be observed or the performance will be expected to occur.
• Criterion


  Describes how well, with what accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent.
• ABCD method


  an excellent starting point for writing objectives (Heinich, et al., 1996).
• Audience

  (the learners, readers or participants, not the instructor)
• Behavior

  (what the participants will do)
• Condition


  (imposed by the instructor)
• Degree

  What is “Good Enough”?

  It might be: Speed, Accuracy, Quality, Quantity.
• Teaching Plan

  • a blueprint to achieve the goal and the objectives that have been developed.
  • with the goal and objectives, this plan should indicate the purpose, content, methods, tools, timing, and evaluation of instruction.
  • should clearly and concisely identify the order of these various parts of the education process.
• Learning Contract

  • a mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner.
  • it specifies what the learner will learn, how learning will be achieved and within what time allotment, and the criteria for measuring the success of the venture (Keyzer, 1986; McAllister, 1996).
• Content


  specifies the behavioral objectives to be achieve.
• Performance expectations


  specify condition under which learning activities will be facilitated.
• Evaluation


  specify the criteria used to evaluate achievement.
• Time frame


  specify the length of time needed for successful completion of objectives.
• Teaching Methods


  a way information is taught and brings the learner into contact what is being learned.
• Instructional Tools


  the objects or vehicle used to transmit information that supplements the act of teaching.
• Lecture

  • comes from the French word ‘lectura” means to read. Latin word “Legere” means to read.
  • It is defined as a highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction. It is one of the oldest and most often used methods.
  • It is  also useful in providing foundational background information as a basis for subsequent group discussions and is a means to summarize data and current research finding.
• Group Discussion

  • a method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the educator.
  • can incorporate specific type of instruction as collaborative learning, team-based learning, cooperative learning, case studies, and seminars. 
• Demonstration


  done by the educator to show the learner how to perform a particular skill. 
• Return demonstration 


  carried out by the learner in an attempt to establish competence by performing a task with cues from the educator as needed.
• Role Playing


  a method of instruction by which learner actively participate in an unrehearsed dramatization.