Amanda Newcomb

Planning Instruction
EDUG 510
Vanguard University
February 28, 2017
 How can I explain the difference between short-term and long-term planning?
A teachers responsibilities encompass all aspects of the learning experience. One of a

teachers most important jobs is planning; they plan lessons, activities, assessments, classroom

management policies, and so many more things. Through careful planning, teachers ensure that

their students can get the most out of their learning experiences. Benjamin Franklin once said, If

you fail to plan, you are planning to fail. For teachers to be successful, they must have a

comprehensive and detailed plan to guide their instruction. Long-term plans help to serve as a

guide of what material will be covered at certain times in a year, semester, or unit. Short-term

plans often have a tighter focus and demand more detail. Successful teachers utilize both types of

planning so that they can effectively utilize the limited time they have with their students.

Long-term planning involves setting goals for the students, as well as for the teacher, to

try to achieve. Teachers must ask themselves what questions they want their students to be able

to answer at the end of the unit, semester, or year. These goals, or essential questions, address

the big ideas or fundamental concepts that we want students to think about and learn during the

span of the unit essential questions provide a focus for the unit (Burden & Byrd, 2016, p

113). To plan a unit, there must first be a focus for instruction so that the students get the most

out of their learning experience.

Short-term planning is a much more focused endeavor because it involves plans for

instructional procedures and the specific goals that inform instruction. Using TPE 4, teachers can

use information about their students backgrounds and learning needs to tailor their instructional

plans to fit each students needs. It is especially important to promote student success by

providing opportunities for students to understand and advocate for strategies that meet their

individual learning needs and assist students with specific learning needs to successfully
participate, (TPE 4.5). Effective planning can help to ensure that every student has their needs

met and can be successful in their learning.

John Dewey wrote, a theory apart from an experience cannot be definitely grasped even

as a theory, (Dewey, 1973, p. 494). By using effective planning strategies, teachers can create

meaningful learning experiences for their students and help them to create real meaning. With

effective lessons, students can learn to synthesize information in a real and relevant way and

learn to be successful in their studies and in life. Both long-term and short-term planning are

necessary skills for teachers to acquire. Each one has its own purpose and must be utilized in a

thoughtful manner so that teachers can effectively guide their students to success.
 References
Burden, P.R., & Byrd, D.M. (2016). Methods for Effective Teaching: Meeting the Needs of All

Students (7th ed.). New Jersey: Pearson Education, Inc.

California Commission on Teaching Credentialing (CTC). (2016). California Teaching

Performance Expectations.

Dewey, J. (1973). Experience and thinking. In The philosophy of John Dewey (Vol. II, pp. 494-

506). New York, NY: Capricorn Books.