I N S T R U C T I O N

P L A N N I N G
Instructional Planning
and
Grouping
is a process of the teacher using appropriate
curricula, instructional strategies, resources and
data during the planning process to address the
diverse needs of students. The most informative
source for all of the instructional planning is the
student.
T E A C H E R
L E A R N E R
L E A R N I N G
P R O C E S S
The Teaching-Learning Process
Research indicates the following key questions
that teachers need to consider for effective
instructional planning:
1) What should be taught?
2) How should it be taught?
3) How should instruction and student
learning be assessed?
 Features of
Effective Instruction
Assessing Designing Delivering
Progress Instruction Instruction

- determining goal
-quick pacing
of instruction
-sufficient
- flexible grouping
opportunities for
-adaptation
students’ response
-scaffolding
-error correction
-careful use of
instructional time

Effective Instruction
Designing Instruction
 refersto using student data and plan or effective
instruction
Designing Instruction
Use the information Identify students who need
gathered from
various assessment
tools.
Group students
with similar
instructional needs
additional more intensive
instruction.
Set up a group
management system
that is specially
designed to provide
instruction in a variety of
grouping patterns

Set specific instructional

targets that focus on Prepare a schedule
particular concept using and choose and
curricular objectives and sequence appropriate
the annual goals as a
activities and tasks
guideline.
Adaptations

Instructional
design

Instructional
and curricular

Behavioural
support
S C A F F O L D I N G
Scaffolding

 Means adjusting and extending instruction so

that the student is challenged and able to
develop new skills. The teacher can scaffold
instruction to meet the needs of he students by
manipulating the task, materials, group size,
pace, presentation, and so on.
Time Management

 One of the most powerful tools for improving

learning
 For teachers working with students who are
functioning below grade level, effective time
management becomes an essential part of
designing and providing instruction
Quick Pacing

 Refers to instruction and student response that

move at manageable pace for students while
taking full advantage of every minute of
instruction.
 A quick pace eliminates unnecessary teacher
talk and minimizes the amount of time between
activities, allowing for more instructional time
Sufficient Opportunities for Student Response

 Ways:
1. Limit teacher talk.
2. use choral and individual responding
3. use a variety of grouping formats
Error of Correction

 refers to the teacher assistance that is provided

when the students respond incorrectly during a
lesson students with disabilities need teachers to
assist them with errors immmeditely and to
provide additional opportunities to practie the
skill correctly after assistance.
G R O U P
• Refers to the manner in which the teacher
groups the students and selects the format for
learning. When students are in inclusive settings,
this requires arranging instruction with the
general education teacher.
 One to one
instruction
Large Independent
group learning
instruction

Instructional
Arrangement

Small Collaborative
group learning
instruction Peer
teaching
Large Group Instruction
 usually consists of the teacher providing support or
explicit instruction to a group of six or more students.

 Is appropriate when the goal of instruction is similar

for all students
Small Group Instruction
 usually consists of group of three to five students and
is used when the teacher wants to provide very
specific instruction, feedback, and support.

 One benefit of small groups is that the teacher can

individualize instruction to meet each group’s specific
needs.
One-to-one Instruction
 occurs when the teacher works individually with a
student.
 This instructional arrangement allows the teacher to
provide intensive instruction, closely monitoring
student progress and modifying and adapting
procedures to match the student’s learning patterns.
Independent Learning
 The key to effective use of independent learning
activities is selecting activities that the student can
complete with minimal assistance
 Cooperative Learning
 Occurs when student worktogether and use each other as a
source of learning.
 Four basic elements:
1. Collaborative skills 3. Individual accountability
2. Interdependence 4. Group processing
Peer Teaching
 In this instructionl arrangement, one student who
has learned the skills assist another in learning the
skills. This teaching takes place under the teacher’s
supervision.
 Selecting and
Using Instructional
Equipment
Instructional Developing
materials and Instructional
Equipment Materials

Things
Room to Organizing and
Arrangement managing materials
Consider
• Teachers consider a number of ways to manipulate
instructional content to control behaviour: make activities
more interesting, incorporate students reference, reduce task
difficulties or length, provide choices, and develop functional or
age-appropriate activities. By modifying educational
programs, teachers can prevent students’ inappropriate or
undesirable behaviour, and establish a pleasant classroom
environment
Cognitive Strategy Scaffolded
Instruction Instruction

INSTRUCTION

Explicit Systematic
instruction instruction
• This model of instruction integrates ideas
from operant, social and cognitive learng
theories and assume that cognitive
behaviour (thinking processes) , like
observable behaviors can be changed.
• Common Features:
 Strategy steps
 Modelling
 Self-regulation
• the role of the teacher is to encourage
learners by providing temporary and
adjustable support as they develop new
skills, strategies, and knowledge.
• Includes modelling, guided and
independent practice, and use of consistent
instructional procedures.
• Refers to sequencing instruction from
easier to more difficult nd teaching the
easier skills to mastery before introducing
more complex skills
Instructional Groups
Learning Cycle Groups
 Students with similar learning needs
are brought together for a short time.

 Students who have mastered the

specific content and skills engage in
enrichment activities.
Cooperative Groups
 Cooperative groups require students
with diverse ability and characteristics
to work together and learn from one
another to accomplish assigned
learning goals or tasks.
Group Investigation
 A small group of four to six diverse students
is assigned a topic of study.
 Different students are assigned subparts of
the work to be done.
 Students may be assigned to play different
roles in the group process
Peer Tutoring
 A small group of four to six students
with a cross section of characteristics is
formed to teach information and skills.
Peer Tutoring Approaches

Team Assisted Teams And

Individualization Games

Jig-saw Learning
Together
Long-term Ability Groups
 Students are assigned to groups based
on academic ability.
Changes in group assignments occur only
when a student's academic performance
changes.
Why is instructional
grouping used?
 To assure that all students learn
 To increase student engagement in learning
 To teach students how to work with others
 To facilitate social interaction among students
 To motivate students
 To improve students' self-concepts and attitudes
toward self and school
 To teach students how to learn in a variety of ways
Use of Instructional Groups
 Instructional groups should be used for
specific instructional purposes.
 It is preferable for teachers to be
trained in the use of several types of
instructional groups so they can use
different groups for different
instructional purposes.
B E H A V I O R
SUMMARY
 To teach students with learning and behaviour
problems, teacher must attend to the leaning
environment, as well as the beliefs and characteristics of
both the learner and the teacher. Teachers can use the
instructional cycle to set goals and plan instruction,
provide instruction, and then evaluate learning and
make modifications based on student progress
OUtput
Student Case

Earl’s Behavioral Problem and Suspected Learning Disability

Earl is one of Teacher Joy’s student who manifests a certain behavioural

problem. Throughout the school year, she had tried to ignore Earl’s behaviour of
disrupting learning activities with his naughtiness in an effort to not reinforce it. She
has given him also swift and immediate consequences for his inappropriate behaviour.
Other than that, Teacher Joy had been also suspicious that Earl has a learning
disability for she had observed that most of the time, Earl has a hard time catching up
with the lessons specially in reading and language. Earl is oppositional and moody and
does not show interest in learning. Earl’s grades in Teacher Joy’s class are almost
failing and he seems to have given up entirely about school. Teacher Joy has called to
attention Earl’s parents several times, but has been unable to reach them.
If you would be Teacher Joy what are the things that you would do to address Earl’s
case? What instructional plan/technique or method will you employ?