INSTRUCTIONAL PLANNING

- is the ability of the teacher to visualize and forecast into the future of what, why and how of the
teaching-learning process - Zulueta, Francisco M. “Principles and Methods of Teaching”

IMPORTANCE OF INSTRUCTIONAL PLANNING

- Provides for logical sequencing and pacing lessons

- Economizes cost - time and energy
- Provides for a variety of instructional objectives
- Creates the opportunity for higher level of questioning
- Provides direction for the teachers
- Correlates instructional events
- Develops a sequence of well-organized learning experiences
- Presents a comprehensive, integrated and meaningful content at an appropriate level
- Prepares pupils/students for the day’s activities

COMPONENTS OF INSTRUCTIONAL PLANNING:

- The teachers’ attitudes, beliefs, orientations and teachers’ social background

- The pupils’/students’ age, background, knowledge, motivational level of interest
- The type of content that influences the planning process, textbook and other instructional
materials.
- The teachers’ attitudes, beliefs, orientations and teachers’ social background
- The pupils’/students’ age, background, knowledge, motivational level of interest
- The learning content which is characterized by the subject matter guidelines
- Material resources which include equipment/tools for teaching
- Time frame which is considerable

TYPES OF INTRUCTIONAL PLANNING

1. COURSE PLAN - A long-range teacher guide is usually called a map or course of study.
MAPPING – identifies and details the content, concepts, skills and sometimes, values to be
taught for the entire course.
2. UNIT PLAN - A unit plan reflects long-range goals and is means of organizing various aspects
of the course of the study and serves as a basis for developing a set of related daily teaching
plans and educational activities.
3. LESSON PLAN - A lesson plan is a very important tool of a teacher. It is a guide which
includes the aims and objectives, subject matter, materials and devices to be used, time
frame, anticipated problems and procedures, e.g., motivation, teaching strategies and
techniques and evaluation for achieving the desired results.

COMPONENTS OF LESSON PLAN

•OBJECTIVES •METHODS

•MOTIVATION •MATERIALS AND MEDIA

•OUTLINE •ASSIGNMENT OR HOMEWORK

 SELECTING TOPICS AND QUESTIONS FOR ACTION RESEARCH

LESSON OBJECTIVES:
Lesson 3 will help student teachers to:
• Discuss the criteria for selecting good topics and question for action research.
• Identify good topic and questions for action research and
• Analyze topic of action researches conducted in the school

Questions must be valid and dealing with the real problem and can only be
answered through a conduct of survey or thorough investigation. Questions must be
objective, in a sense that it focus on the real problem and not taken from the
perception or personal views or judgment of a researcher. Knowing the criteria in
selecting topics or questions is therefore relevant to improve your action research
writing skills.

Introduction
Conducting action research becomes more interesting if the topic and research
questions are mentally engaging. Many research failed because of the topics that are
irrelevant and the questions are invalid. Some research also do not reflect an
educational issue that needs an immediate response. Thus, teacher-researcher should
know how to select good topics and develop good research questions based on the
topic selected.

In the research conducted by Patterson et. al. In 1993, it was suggested that every
teacher-researcher should keep a research journal
 Set aside 10 minutes to write a reflection at the end of the day.
 At the end of two weeks, read your journal, look for significant ideas and
themes that could be done for research.
 Brainstorm a list of things that you would like to investigate
 Review the list and write the first draft of your questions
 Write a paragraph of supporting rationale for your question
 Reflect on your question.

The Alberta Teachers’ Association (2000) also suggested the use of affinity
charting for collaborative action research.
The Affinity Diagram is a method which can help you gather large amounts of data and
organize them into groups or themes based on their relationships. The affinity process
is great for grouping data gathered during research or ideas generated during
Brainstorms. The method is also called “Space Saturate and Group”
 Brainstorm issues of concern or interest relating to your educational
context.
 Record each item on a separate note.
 Group your items using affinity charting.. Place items that have a common theme
or focus in each column.
 Review and reflect on the placement.
 Develop a draft research questions that reflects the key issue in each column.
  Choose the questions that interests you the most and is possible to study.

In selecting the research questions, the following suggestions could be

considered by the teacher-researcher:
 Questions should not be answerable by YES or NO.
 The questions could provide opportunities for deeper exploration and
 Reflection on educational issues.
 The questions should reflect the variables mentioned in the research title.
 The data needed to answer the questions are accessible.
 The questions are can be studied within the time frame set for action research.
 The question should focus on understanding issues and providing solutions.

EXAMPLES OF RESEARCH QUESTIONS:

• How does the Four-Pronged Approach improve the reading
comprehension of Grade II pupils?
• What are the participation of parents and other stakeholders in the
implementation of the school reforms?
• What indigenous knowledge could be integrated in science?

Introduction

Communication plays a fundamental role in our daily lives, most especially in teaching and learning. This
lesson distinguishes numerous verbal and non-verbal classroom communication strategies that support
learner understanding, participation, engagement, and achievement. The objectives of this lesson are
the following:

Education Theory Communication skill is one of the 21st century competencies that every student needs.
It is essential in exchanging information between people. Communication makes teaching and learning
easier.

Communication may occur between individuals, groups, organizations, and social classes regardless of
their complexities, distance, space, and time (Rosengren 2000). In a classroom setting where the teacher
usually plays the role as conveyor of message or information, his or her ability to communicate with the
learners is very essential in order to engage them in class discussion.

Differentiate verbal from non-verbal Communication

According to Rocci and de Saussure (2016), verbal communication is arguably the most pervasive form
of communication especially in the huge gamut of communication phenomena where spoken and
written language combines with other modalities such as gestures and pictures. There are two known
forms of verbal communication:
1. Oral Communication - a communication through spoken words done face-to-face, in video chat, or on
a telephone call.

2. Written Communication a communication through the use of written or printed documents, emails,
fax messages, SMS/text messages, or online messaging/chat.

Non-verbal communication, on the other hand, is the process of communication that does not use any
oral or written words. Communication in this form takes place with the use of signals, behaviors,
expressions, or movements. Hall and Knapp (2013) identify the modalities of non-verbal
communications in the following forms:

1.facial behavior

2. vocal behavior

3. gesture and body movement

4. eye behavior

5. face and body physiognomy (nonverbal cues for trait impressions)

6. proxemics and haptic interaction (the closeness continuum)

Observe how communication strategies are used in the classroom;

Ways to Establish Effective Communication in the Classroom

1. Create a safe environment

- Create a safe and supportive environment where students feel comfortable to
open up and express their thoughts and ideas. An atmosphere that allows
students to ask if they need help is crucial to their academic success. It is
important that at all stages of the teaching process you nurture this kind of non-
judgmental environment.
2. More teamwork
- Doing more team activities, and group work is a great way to take the focus off
competing with one another and concentrate more on working together to get the best
results. It can encourage communication, cooperation, and collaboration and help
students talk more and effectively express themselves with their peers.
3. Positive feedback
- Often teachers forget to mention when a student has performed well and instead focus
on the negative aspects such as bad behavior. This can have significant effects and
demoralize students. Although negative feedback can create positive outcomes by
helping students to improve, giving positive feedback is a necessary part of promoting
effective communication in the classroom.
4. Don’t stand at the front of the classroom
- Moving around the classroom, and getting involved with the students will create less of a
student-teacher feel. Moving away from the front of the classroom and joining them
either at their desks to discuss ideas and getting involved in small discussions will help
them feel more comfortable and more likely to open up.
5. Active listening
 - Listen to hear your students, not just to respond and give an immediate answer.
Sometimes just lending an ear can be extremely useful in promoting a supportive and
caring environment. Other times, students have a question about homework or need
some clarification about a topic that has been discussed where an answer is needed.

determine how communication strategies support the learners' understanding of the lesson;

To establish a learning environment that is effective, communication is vital for student

engagement, cooperation, success and behaviour. When reflecting on communication
you should consider of the following:

Body language and appearance

Always remember you are a role model for your students. Behaviour we expect from students
should be modelled to ensure that students learn. Consider your own self-confidence, yet
always focus on each student as an individual. Be observant, clear and firm and remember that
facial expressions can communicate more than you realise (Churchill et al., 2013). Your body
language can be one determinate of how safe a student feels in your classroom.

Use of voice
Always use your voice in a considerate way and remember, again, that you are a model to your
students. Keep instructions brief and your voice clear, yet firm. To promote listening within the
classroom, consider speaking a bit slower. If needed, use visual cues or write key phrases on
the board and ask a student to repeat what you have said to the class (Churchill et al., 2013).
The following video demonstrates how one teacher uses communication within her classroom:

Statements, directions, questions

To avoid embarrassment to students, boost confidence or allow the student to correct behaviour,
consider using affirmations, open questions or simple directions followed by 'thank you'. It is
easy to affirm a student with a few simple words such as 'Good work. I like the way you have set
out the page'. This can also be used to re-focus the student by saying 'How are you going with
those questions?' To correct behaviour ensure that communication is concise, then move away
to avoid a power struggle which in turn builds resentment and does not teach the student (Purje,
2015). This also allows the student time to correct their behaviour and avoid embarrassment
and provides a class with a continual flow of learning and teaching (Churchill et al., 2013). Use
explicit instruction but allow students to develop a capacity to think for themselves.

Affirmation and praise

In order to promote self-worth among students, it is always important to recognise abilities,
strengths and skills, and thoughtfulness. Yet, in order to maintain your classroom standards,
ensure the praise is constructive and not overused. Do not praise bad behaviour and be honest
as dishonesty can result in doubt and distrust from the student. Students need to do more of
their own thinking and need to know that they are capable of it. Erica McWilliam (2011) confirms
this in her talk 'The Rewards of Mental Effort', particularly about 13 minutes into the video.
Humour
Sharing funny moments, lightening the atmosphere of the classroom or laughing together can
build rapport between students and teachers (Churchill et al., 2013). 'Humour builds a learning
relationship through the joyful confluence of head and heart' (Dunkelblau, cited Elias, 2014, p.
1). It is known to reduce stress and tension within the classroom while promoting understanding.

Use open responses

Enable students to refocus on appropriate behaviour, take responsibility or find solutions to
problems by conveying empathy to a situation, listening and acknowledging concerns,
difficulties or feelings. Open responses consider the following: the what, when, where, who,
which and how of the situation. But be careful using 'why' as it can sometimes cause conflict or
resistance (Churchill et al., 2013). Consider and respect students responses.
discover how communication strategies improve the learners' academic performance.

The Importance of Communication Skills for Academic Success

1. Oral Communication Skills
- A second aspect of oral language communication is pragmatic and social language,
used in daily interactions with others. This includes what is said, how it’s said and non-
verbal communication, such as eye contact, facial expressions and body language. We
navigate our world and our social relationships through language. Understanding how to
communicate effectively with peers sets the stage for positive self-esteem. Students feel
empowered when they can “talk the talk” in their social lives.
2. Written Communication Skills
- a child must also develop the ability to communicate effectively with the written
word. As students progress through the school years, they are expected to
present more of their work in written form. They need to know how to clearly
write arguments, summaries, hypotheses, and be able to synthesize complex
ideas and concepts. Thoughts and ideas need to be expressed clearly, with
effective use of tone and language for the intended audience. Composing a
compelling essay is dramatically different than writing a text to a friend.
3. Treating Communication Disorders
- While it is easier, more effective, and less costly to treat speech and language disorders early, in
the toddler years, it is never too late to get treatment. If a parent has concerns about their
child’s ability to communicate, they should seek an evaluation by a speech and language
pathologist.
- With the support of a speech therapist and an educational therapist, students who struggle with
the academic aspects of language can become stronger students and learn the communication
skills they need to be successful in school and in life.

There are several types of these disorders. They are:

- Mixed receptive-expressive language disorder. A child has developmental delays and problems
understanding spoken language and speaking.
- Expressive language disorder. A child has developmental delays and problems speaking.
 - Speech-sound disorders. A child has a hard time expressing words clearly past a certain age.
- Childhood-onset fluency disorder. This is also known as stuttering. It starts in childhood and can
last throughout life.
- Social communication disorder. A child has trouble with verbal and nonverbal communication
that is not caused by thinking problems.

Ragnar Purje (2015) quotes Hunt, Wiseman & Touzel (Effective Teaching., 2009, p.
5): 'Effective teaching involves effective planning, communicating, managing and evaluating as
well as the actual act or process of instructing'.

Formulating the Instructional Objectives

The most important among the teachers' task in planning instruction is the formulation of
instructional objectives. This is the first component in the teaching learning cycle.

Teachers need to have the knowledge and skills in drawing content of instruction from the
learning competencies and formulate instructional objectives that will match appropriate
teaching models or teaching strategies as well as evaluation instruments.

Kellough (2003) assert that the most general educational objectives are called educational
aims; the objectives of school curricula and courses are called educational goals; and the
objectives of units and lessons are called instructional objectives. Aims are more general
than goals and goals are more general than instructional objectives which are actually the
specific objectives.

What are the 6 functions of instructional objectives?

Instructional Objectives

1. Instructional objectives are statements about specific student behaviors that must be, in
some observable and unreasonable way, witnessed by the teacher as an indication that
learning has taken place. Apparently, these are the applied and practical means through which
learning is expressed in the classroom (Dynneson & Gross, 1995)

2. Instructional objectives are used to describe the teachers' intention for students' growth
and change. These objectives help teachers and students know where they are going and
when they have arrived at their destination (Arends, 2004).

3. Instructional objectives are statements describing what the students will be able to do
upon completion of the planned learning experience (Kellough, 2003).

4. Instructional objectives are statements of measurable learning that are intended to take
place as result of instruction (Gunter, 2003).

5. Instructional objectives serve to focus attention on important matters and thereby

contribute to student achievement, keep to improve communication about tasks by
translating general goals into more specific planning and testing for mastery (McNeil &
Wiles, 1990).

6. Instructional objectives or leaming outcomes are statements of the concepts, attitudes or

skills that students are expected to accomplish by the end of some period of instruction.
Virtually, these objectives are outgrowth of the educational goals (Lasley II et al., 2002).

Writing S.M.A.R.T. Objectives

To be effective, instructional objectives should be:

• Specific.
• Measurable.
• Attainable.

• Relevant.
• Time-framed.

What is the importance of instructional objectives?

Objectives are important to both learners and instructors. They help learners plan their study and
prepare for examinations. They guide the instructors in planning instruction and devising tests.

Learning objectives ideally describe a direction for the student acquiring new knowledge, skills,
and attitudes. Every decision you make about your lecture or small group session should depend
on what you hope your students will be able to do as a result of your session.

Why are learning objectives important? As an expert in your field, you probably already have a
good idea of what you want your students to learn during your time with them. Taking a few
minutes before you finalize your session content and activities to capture those objectives is a
worthwhile investment – in the development of successful learning experiences for your
students and in your own development as an educator.

More specifically, learning objectives

• Force you to look again. The exercise of writing or rewriting objectives prompts you to
examine content you may have been teaching in much the way way for years, but with a new
perspective.
• Help you trim the fat. Allowing your learning objectives to drive your content or activity can
result in discovering extraneous content that may be trimmed or an activity that doesn’t quite hit
the target and needs tweaking. You may simply be inspired to reorganize a meandering
PowerPoint with your learning objectives as an outline.

• Can make your session “fall in line.” Once written, learning objectives can confirm a solid
alignment or organization of learning activities and assessments or suggest that a fresh pass at
your design of the learning experience is needed. For example, they are invaluable in helping
you create your quiz questions – indeed, a quiz should measure whether your objectives have
been met.

• Can provide opportunities to present a more rich and challenging learning experience for
your students. Your learning objectives will illuminate the order, whether higher or lower, to
which you are asking your students to think, process, and learn during your session.

• Be a guide for your students. When displayed to students, learning objectives set student
expectations, guide their learning processes, and help them focus their study time for the
upcoming exam(s).
Significance of Instructional Objectives

1. Instructional objectives establish the framework for instruction and compel teachers to
provide the environment and sequence of activities that will allow students to reach the
stated intent (Moore, 2005).

2. Instructional objectives help facilitate the identification of what is expected of students at

the conclusion of the study, serve as the basis for organizing instructional activities and
materials; determine ways to assess student performance, and serve as the performance
level of accountability for students (Lasley II et al., 2002)

3. Instructional objectives serve to focus attention on important matters and thereby

contribute to student achievement; help to improve communication about task by
translating general goals into more specific concerns; and assist teachers in planning and
testing mastery (McNeil & Wiles, 1990).

3.What are the three categories of domains in planning instruction?

Categories of Instructional Objectives

1. Cognitive Domain - deals with academic information and knowledge.

2. Affective Domain - deal with attitudinal, emotional, and valuing goals of learners and are
presented in hierarchal order receiving, responding, valuing. organizing, and characterizing.
3. Psychomotor Domain - emphasized, among others, the development of motor skills in four
levels moving, manipulating, communicating, and creating.

4.What are the 6 levels of Blooms Taxonomy of Cognitive Domain? Describe each.

Bloom's Taxonomy of Cognitive Domain (1984)

a. Knowledge Level - refers to the acquisition of knowledge or the recall of facts, concepts, and
generalizations from an academic discipline

b. Comprehension Level - the ability to translate or interpret knowledge as well as make

interpretation

c. Application Level- taking information that has been studied and understood at the previous
levels and applying concepts or generalizations to new situations.

d. Analysis Level - the breaking down of complex materials into component parts to facilitate
explanation.

e. Synthesis Level related to putting parts together in new form; creating new ideas.

f. Evaluation Level - judging the value of materials or ideas; using decision making skills.

5. What do the 5 Blooms Taxonomy under Affective domain deal with?

Blooms Taxonomy under Affective Domain

a. Receiving Level - being aware of and willing to attend freely to stimuli and messages in the
environment.

b. Responding Level - requires active participation of learners and positive - response to the
information by actively engaging it.

c. Valuing Level - Displaying behaviors that are appropriate and considerato with values, beliefs,
and attitudes.

d. Organizing Level - concerned with synthesizing different values, resolving conflicts, between
values, and constructing an internally congruent value system.

e. Characterizing Level - behaving in ways consistent with espoused values.

6. What do the Psychomotor Domain emphasize? What are the four levels of developing
psychomotor skills?

Psychomotor Domain (Harron & Moore, 1972)

a. Moving -involves gross motor narrow coordination.

b. Manipulating -involves motor coordination.

c. Communicating - Involves communication of ideas and feelings

d. Creating - represents the students' coordination of thinking, behaving in all three domains.

7. What are the 4 elements of instructional intents?

Elements of Instructional Intents

1. Performance- refers to the specifications of what students are expected to do after receiving
instruction.

2. Product-specifies what is to be and the result of student performance.

3. Condition-establishes the conditions under which the learner is to perform the prescribed
action.

4. Criterion-dictates the level of acceptable student performance.

8. How are Behavioral Objectives Written?

The ABCDs of Writing Objectives

A-stands for the audience (student/learner) the objective is written for.

B-indicates the behavior or kind of learning outcome expected from each student.

C-specifies the condition under which the learner is to exhibit the learned skill or attitude.

D-states the degree of proficiency the student must exhibit.

Course design
The objectives approach to systematic course design.
we shall base our discussion, involves decision making and action in five major steps:

Step 1 Situational analysis

Step 2 Objectives formulation

Step 3 Content derivation

Step 4 Selection of appropriate methods and media

Step 5 Determination of evaluation procedures and schedules.

Step 1: Situational Analysis

When we carry out a situational analysis, we are trying to understand the environment in which
our course will operate. For the purpose of effective course design, it is important that we gain a
clear understanding of both the student who is the target of our course and the society in which
he or she lives.
Useful Information About the Students
The ultimate purpose of the course is to help our students to learn. In order to design a course
that is suitable we need to know the following information about them:
academic background and experience;
motivation;
demographic information;
learning styles and habits.
Useful Information about Society
It is important to understand the communities in which they live and in which they will most
likely work. Such information is necessary in order to design courses that will be relevant to the
society and should include:
the needs and aspirations of society;
the socio-political and economic philosophy of the society;
social and economic needs.
Step 2: Objectives Formulation
What are Objectives?
In formulating objectives, we are trying to address a fundamental question: What is the purpose
of teaching this course? In other words, what should our students achieve as a result of taking it?
Educational literature abounds with terms like aims, goals, specific objectives, criteria, standards
and so on. All refer to expressions of purpose and intention. The general term 'objectives' is used
to refer to these terms in a general way
Behavioural Objectives
An objectives attempt to describe, in the clearest terms possible, exactly what a student will think,
act or feel at the end of a learning experience.
Consequently, behavioural objectives describe the evidence that one can look for to determine
the extent to which desired and intended behaviours have been learned by the students. Desired
and intended behaviours are expressed from the student's point of view, that is, in terms of
expected behaviour at the end of the course.
Types of Objectives
In educational literature, we are constantly reminded that education has to do with the
development of the whole person: mind, feelings or emotions and body. This gives rise to the
three domains of learning: the cognitive, the affective and the psychomotor.
The cognitive domain has to do with the learning of knowledge and its application.
The affective domain has to do with the learning of attitudes, feelings, values and
appreciations.
The psychomotor domain has to do with physical activity.
Step 3: Content Derivation
Having decided on the desired outcome of the course and stipulated this in the form of clear
statements of objectives describing in precise terms expected student behavior at the end of the
course, we need to ask how these objectives will be fulfilled. In other words, what learning
experiences must our students go through for our objectives to be achieved? This calls for
content derivation.
Content derivation involves seeking answers to two questions:
What Will You Teach ?
How will You Organize What You Teach?
Step 4: Selection of Teaching Methods and Media
The task of course design involves more than just stating objectives and selecting and ordering
topics to be learned. It also involves selecting the teaching methods and instructional media to be
used. In making decisions about how the course objectives will be achieved, we have to decide
on what teaching-learning methods and educational media we will use.
Step 5: Determination of Evaluation Procedures and Schedules
In course design, evaluation is important for two reasons:
it enables us to determine the extent to which course objectives have been achieved by our
students;
it provides us with feedback information on the basis of which we can improve our course.