MODELS OF

INSTRUCTIONS
DR KALMINDERJIT KAUR
(ACADEMIC FACILITATOR)
ASSIGNMENT : Instructions
Assessment for this Course is based on:
1. Examination (40%) - which will be a Take-Home Exam (You are given 7 days to
submit) consisting of TWO Parts:
Part A - Final Quiz (20%) consisting of 20 multiple-choice Questions taken from the
Practice Quiz - Topic 1 to Topic 10. 

[You will be given ONE attempt and 40 minutes to complete the Final Quiz - to be
done anytime during the 7 days]
Part B - Essay Question (20%) consisting of Essay Questions to be submitted anytime
during the 7 days
Instructions
Assignment (60%) 

• Read carefully the instructions stating what you should do

• Take note of the date to submit your assignment
• Your assignment must be submitted online as 1 file in PDF format
 Assignment Question
PART A (10%) – 4-5 pages
 
Write an essay titled:  “My Philosophy of Teaching” (read chapters one and two)
 

Your essay will be judged based on the following criteria:

 An Introduction which lays down in clear simple terms your philosophy of teaching. The Introduction should also
present an outline of the points contained in the rest of the essay.

i. A Body which contains at least three or four main points supporting your philosophy of teaching. Each of these points
should be illustrated with sound explanations and excellent examples demonstrating your philosophy of teaching.

ii. A Conclusion which reiterates your position and recounts the main points you have made to convince the reader of
your position and philosophy.

Do not make any references or copy from the learning materials. They should reflect YOUR OWN THOUGHTS ONLY –
Not the thoughts of others. DO NOT TELL WHAT OTHERS SAY but WHAT YOU THINK ONLY. Marks will be deducted if
you present the ideas of others.
 Introduction
What is a teaching philosophy statement?
A teaching philosophy statement includes an
overview of :
•your conception of teaching and learning.
•a description of how you teach.
•justification for why you teach that way.
Components of a teaching philosophy statement
educational purpose and learning goals for
students
teaching methods
methods for assessing students’ learning
assessment of teaching
A Body which contains at least three or four main points supporting your philosophy of teaching. Each of
these points should be illustrated with sound explanations and excellent examples demonstrating your
philosophy of teaching.

i. Teaching philosophy should express your values and beliefs about teaching and how you would define teaching
ii. They are personal statements which you belief define:

educational purpose and learning goals for students

your teaching methods
methods for assessing students’ learning
assessment of teaching

iii. Write in the first person voice and are professional views supported with readings from the related literature

iv. They reflects what you belief teachers should do, how students should be assisted (both mainstream and students at risk,
what should performance and achievement be like for students, what should assessment include, the emotional and what
about the well being of students)
More about the goal or purpose of education:

•content mastery
•engaged citizenry
•individual fulfillment
•critical thinking
•problem solving
•discovery and knowledge generation
•teamwork
•self-directed learning
•experiential learning
A Conclusion which reiterates your position and recounts the main points you have
made to convince the reader of your position and philosophy.

You may

Elaborate on how the philosophy introduced in the earlier question enhances the
profession of teaching and redefines teacher and student roles in teaching and
learning.

Share how this philosophy contributes to supporting the national education philosophy of teaching and encourages
21 century teaching, and how it can address the SDG goals of Education 2030.

How it redefines and changes the role of the teacher

 Part B
PART B (15%) 4-5 pages
Watch the video clips listed in MyPLS and write an essay titled:
“What Makes a Great Teacher”
• You essay should only be based on the video clips listed.
• You decide on the format of the essay
• Do not be afraid to give your opinion on whether you agree with the ideas presented.
Read also chapters 1 and 2
PART C (35%)
You decide on the number of pages. Choose ONE model of instruction from this course and write a rationale
for your choice. Be sure to choose only ONE of the instructional methods, e.g.

• Collaborative learning methods

• Project and practical
• Creative problem solving
• Problem-based learning
• Role-playing simulations
• Inquiry method
• Inductive method
• and any other method
(10 marks)
Write a Lesson Plan based on the method you have chosen.
The plan is for one lesson, which may last 45 to 60 minutes.
You may use the following template:
a) Topic
b) Learning Outcomes
c) Background of the students
d) Duration
e) Prior Knowledge of students
f) Procedure
a. Step 1 – Set induction
b. Step 2 - Include the learning activities students will engage in, the types of questions you will ask,
how the teaching-materials will be used and so forth.
c. Teaching-learning materials to support the lesson.
d. You may include the worksheet that you will use and submit them as A4 size paper.
e. Teaching aids that will be used in your lesson. Take photographs of the aids and submit them with
your assignment.
f. Evaluation – include the instruments that will be used to evaluate performance
g. Closure
h. [25 marks]
 Lesson Plan Template – Suggested format

Subject
Level of students :
Year or Form
Background of
students
Learning Outcomes
Prior Knowledge of
students
Duration of lesson
Assessment tools
Set Induction Activity done before you start presenting

Read chapter 2 on how to write learning outcomes

Presentation Stage Teaching and learning Students, Teacher’s Teaching/ Learning
Present the lesson content and questions activities activities learning Outcome
and incorporate the asked materials used
method chosen
Step 1
Step 2
Practice Stage Teaching and learning Students, Teacher’s Teaching/ Learning
Define and give the content and questions activities instructions learning Outcome
activities students asked materials
will engage in

Step 1
Step 2
Production Stage What are the assessment types and tools to evaluate students achievement of Learning
the outcomes . Mention if any rubrics are used and give example of worksheet Outcome
and rubric.
What will students have to do ?

Step 1
Step 2
Lesson closure Summarise key points of lesson and tie it to meaningful real world outcomes for students
Chapter 1 – Aims
Construct your own general definition of teaching;
Differentiate what is teacher-centred and student-centred teaching
Identify characteristics and habits of good or effective teaching
Discuss the role of teacher in learning
What is teaching?
How would you define teaching ?
Teacher centred vs student centred
teaching
 Teacher centred vs student centred classroom management

Sourced from: https://files.eric.ed.gov/fulltext/EJ829018.pdf

Teacher centred teaching
Teacher Practices
 content of the lesson and the pace
of the lesson are controlled solely
by the teacher
 The imparting of knowledge is
structured tightly and the tasks that
the students need to do (if any) are
highly sequenced and disciplined
 Lack discussions
Student centred
Teacher Practices
 higher order comprehension of the
subject matter is stressed.
 student involvement.
 teacher uses various methods to
impart knowledge such as games,
puzzles, field-trips and such
Student activities and
 students are passive.
 opportunities for inquiry and
discovery cannot be found
 students will resort to rote learning
teacher is the ultimate source of
knowledge
Student activities and
 student feels empowered to carry
out investigations
 Collaboration between students
and students and teacher and
students will occur
Lesson tasks
 teacher controls the questions,
activities or tasks during the lesson.
 textbook is the main source of
exercises
 The aim of activities is to prepare
the students to face examinations
and not aimed at in-depth
understanding and internalization
of the content
Lesson tasks
 teacher will design the tasks so that
the student is responsible for their
own learning with a lot of
interaction with the teacher
Teacher centred vs student centred
teaching
Is this a teacher or a student
centred sample of teaching ?
Characteristics of effective teachers
Ten habits of good or effective teachers:

Knowledge of subject matter

Engage students
Variety of instructional techniques
Respect of students
Pacing
Monitor and feedback
Manage time
Valid tests
Problem-solving
Humour
Chapter 2 - Aims
Define the general teaching model
Explain the components of the general teaching model
Identify the four characteristic of a good instructional objective
Discuss the different types of instructional objectives or learning outcomes that educators seek
to achieve
General teaching model
Components of the general teaching
model
It consists of four basic components:
1) instructional objectives [What do I Teach?]
2) pre-assessment [Who am I Teaching?]
3) instructional procedures [How do I Teach?]
4) evaluation [How do I Know I am Effective?]
What do I teach?
In other words, teaching and learning in schools should seek to:

 develop the potential of individuals in a holistic and

integrated manner
 develop students intellectually, spiritually, emotionally and
physically
 ensure that students are knowledgeable and competent‖
and possess high moral standards
 ensure that students have a high level of personal well-being
 ensure that students are equipped with abilities and
attitudes that will enable them to contribute to the harmony
and betterment of the family, society and the nation at large
 Instructional objectives

According to Heinich,
Behaviour
Molenda, Russell, An observable, measurable and specific activity, generally stated as an action
verb, such as: solve, compare, list, explain, evaluate, identify or define
and Smaldino (2001),
well written objectives Audience
should have four parts. What the student will be given or not given. Example of conditions for objectives
might include:
With the use of a calculator...
Given a map of Malaysia...
Given relevant apparatus...

Condition
Circumstances under which the objective must be completed. Will the instructor
allow the student to use a calculator? a map? class notes? and so forth.

Degree
The standard or criterion that the learner must meet to reach acceptable
performance. The criterion might be stated as a percentage (80% correct), a
time limit (within 30 minutes), or any another measure of mastery.
 Sample Objective

"Given a list of twenty Asian countries (condition), the student will identify (behaviour) at least fifteen
(criteria) of the corresponding capital cities."

“Given a diagram of the eye(condition) , students (audience) will be able label the 9 extra-ocular

muscles (behaviour) and describe at least 2 (Degree) of their actions.”

After the objectives are written, it is relatively easy to create a corresponding assessment item.

There is a close alignment between the objectives, instructions and assessment.

Discuss
What is the consequence of non-alignment between instruction and assessment?
TYPES OF INSTRUCTIONAL OBJECTIVES OR LEARNING OUTCOMES

Cognitive learning outcomes (knowledge)

Affective learning outcomes (attitude)
Psychomotor learning outcomes (skills)
Cognitive
Outcomes
(Knowledge)
 Affective Outcomes – Attitude
Affective objectives and outcomes are
intangible.
Affective objectives and outcomes cannot
be attained in the typical periods of
instruction offered in schools.
Affective behaviours are considered private
and not to be made public.
The methods for obtaining information
about affective behaviours are less reliable
compared to cognitive measurement
instruments.
 Affective objectives and outcomes are
intangible.
Affective objectives and outcomes
cannot be attained in the typical
periods of instruction offered in
schools.
Affective behaviours are considered
private and not to be made public.
The methods for obtaining
information about affective
behaviours are less reliable compared
to cognitive measurement
instruments.
https://sites.google.com/site/pnusicte03/lesson-11---writing-preparing-instructional-objectives
Psychomotor domain – Skills
The psychomotor domain includes physical movement, coordination, and use of motor-skill.
Development of these skills requires practice and is taught in terms of speed, precision,
distance, procedures, or techniques in execution.
Refer Module Pg 20.