Planning

&
Conducting Classes
 THE PLANNING SEQUENCE
• Formulate objective
• Select content
• Organize content
• Choose teaching methods
• Design assignments
• Evaluation methods
 COURSE OUTLINE/LEARNING
PLAN/SYLLABUS/COURSE GUIDE
A contract between teachers and learners
It includes:
• Name of the course
• One-paragraph course description
• List of course objectives
• Topical outline
• The teaching methods to be used
• Methods of evaluation
• Textbooks and other readings
• Name of the instructor
 FORMULATING OBJECTIVES

The Value of Objectives:

• Guide the selection and handling of course materials.

• Help determine whether people in the class have learned

what the teacher have tried to teach.

• Objectives are essential from the learner’s perspective. (They

need to know more about a course than they can get from a
course description or a list of course content.
• Time-bound & Terminal
• Emphasizes the importance of formulating goals within a time frame, giving them a
T
target date.
• Result-oriented & Relevant
• Stresses the importance of choosing goals that matter. Relevant goals are purpose-
R
driven.
• Attainable A
• Points out the importance of goals that are realistic.
• Measurable
• Emphasizes the need for concrete standard criteria for measuring progress toward
M
the attainment of the goal.
• Specific
• You must tell exactly what is expected, why is it important, who is involved, where is
S
it going to happen, and which attributes are important.
Characteristics of Objectives
 Importance of SMART Objectives
 Quite easy to find out at the end of the lesson if the teacher
attained his/her objective or not.
 Easier to the teacher’s part to formulate a test that is valid to
measure the attainment of the lesson objective.
 The lesson becomes more focused for the teacher has a
concrete picture of the behavior that the students should able
to demonstrate if the teacher realized his/her lesson
objective.
 Increase the teacher’s accountability for the learning of the
students.
 It departs from the unsound practice of teaching that is so
spread out, that in the end, the teacher find himself unclear
on what test he is going to give to assess learning.
 Taxonomy of Objectives

 developed by Benjamin Bloom (Bloom’s Taxonomy).

 recommend specific verbs to use when writing learning
objectives so that the objectives can be measured.
 Covers the three domains of learning:
 Cognitive
 Psychomotor
 Affective
 Cognitive Domain
 These are objectives that deal with recall or
recognition of knowledge and the
development of intellectual abilities and skills.
 Learning in this aspect refers to the mental
processes like memorization and ability to
think, analyze, and solve problems.
 Ev
alu
ati
Bloom’s on
Taxonomy Synthesis

Analysis

Application

Comprehension

Knowledge
• Judging in terms of internal evidence or logical consistency with facts developed Evaluation
elsewhere
• Putting parts together in a new form such as a unique communication, a plan of Synthesis
operation, and a set of abstract relations
Analysis
• Relates to breaking a whole into parts
Application
• Use of abstractions in particular situations
Comprehension
• Relates to translation, interpretation, and extrapolation
• Knowledge of terminology and conventions, trends and sequences, classifications Knowledge
and categories, criteria and methodologies, principles, theories, and structures
COGNITIVE VERBS
DOMAIN

Knowledge Define, delineate, describe, identify, list, name, state

Comprehension Classify, discuss, estimate, explain, rephrase, summarize

Application Adjust, apply, compute, demonstrate, generate, prove

Analysis Analyze, compare, contrast, critic, defend, differentiate

Synthesis Create, develop, propose, suggest, write

Evaluation Assess, choose, conclude, defend, evaluate, judge

 Cr
ea
Anderson’s ti
Taxonomy ng
Evaluating

Analysing

Applying

Understanding

Remembering
 Anderson’s Taxonomy
Definition Verbs
Remembering: Define, duplicate, memorize, recall,
Can the student recall or remember the repeat, reproduce, state
information?
Understanding: Classify, describe, discuss, explain,
Can the student explain ideas or identify, locate, recognize, report,
concepts? select, translate, paraphrase
Applying: Choose, demonstrate, dramatize,
Can the student use the information in employ, illustrate, interpret, operate,
a new way? schedule, sketch, solve, use, write
Analysing: Appraise, compare, contrast, criticize,
Can the student distinguish between differentiate, discriminate, distinguish,
different parts? examine, experiment, question, test
Evaluating: Argue, defend, judge, select, support,
Can the student justify a stand or value, evaluate
decision?
Creating: Assemble, construct, create, design,
Can the student create new product or develop, formulate, write
point of view?
 Psychomotor/Skills Domain
 Objectives that deal with physical and
kinesthetic skills.
 Characterized by progressive levels of
behaviors from observation to mastery of a
physical skills
DOMAIN VERBS

arrange, assemble, calibrate, combine, copy, correct, create,

Psychomotor
execute, handle, manipulate, operate, organize, position,
Domain
produce, remove revise, solve
 Affective Domain
 Those that deal with the development of
attributes like genuine interest, desirable
attitudes, values, and commitment as
expected learning outcomes.

DOMAIN VERBS

accept, agree, choose, comply, commit, defend, explain,

Affective Domain
influence, integrate, recommend, resolve, volunteer
 Wording of Objectives
Objective is incomplete unless it contains
- the intended learner
- the behavior to be performed
- the conditions to which it is to be
performed
- and the expected degree of attainment of
specific standards.
 SELECTING CONTENT
• The general guidelines for course content are usually
prescribed by the curriculum of the school or
institution for which the educator works.

 How much time you can devote to the topic.

 The kind of background the students have.

 If a textbook has already been selected for the

course, its depth of content can give you some hints
as to what you need to include.
 ORGANIZING CONTENT
• In which class content is organized can make all the difference
between session that are enjoyable and smooth running and
those in which students are irritated and grumbling.
1. Lectures
2. Discussions
3. Role-playing
4. Computer applications
5. Problem-based learning
6. Educational strategies

• Require structure and organization for learning to proceed

smoothly.
 CHOOSING TEACHING METHODS
• It is one of the most complex parts of teaching, yet it may
receive least attention in instructional planning. unless
taught otherwise assume that the way they were taught is
the best way to do it.
Factors Affecting Choice of Method:
 Selection of method depends on the objectives and type of
learning you are trying to achieve.
 Course content also dictates methodology to some extent.
 Compatibility between teachers and teaching methods;
compatibility between learners and teaching methods are
important.
 Availability of resources determine which strategies to be
used.
 DESSIGNING ASSIGNMENTS
• Planning learning assignment is challenging work.
Reading assignments
Short essay/case study
Research
Personal interview
Short term paper

• If you want to see whether students can think analytically- assign a

short essay
• If you want to test students’ ability to use resources to answer
specific questions- Ask them the questions, let them investigate the
answers, and have them write up the answers.
• There are countless types assignments available that would help
achieve objectives and not involve a lot of busywork and repetition.
 CHOOSING A TEXTBOOK
Provide a stable and uniform source of information for
students to use in their individual study.
• Quality of writing in the book
• How the book was organized and the graphics that
were included.
• Evaluate the content scope and quality, credibility
of authorship, format, quality of print and the like
• Examine some chapters
• Examine the book’s appearance
• The way in which the book will be used.
• Cost of textbooks.
 CONDUCTING THE CLASS
• FIRST CLASS SESSION
– The way you approach the 1st session often sets
the tone for the whole course.
– Begin by introducing yourself.
– Welcome the class, read names, the early and
late hour; a little humor is helpful on the first day.
– Communicate expectations for the course.
– Cover general classroom rules.
– Communicate enthusiasm for the subject,
significance and personal application of the
subject to students.
 CONDUCTING THE CLASS
• SUBSEQUENT CLASSES
– Begin by gaining and controlling the attention
of the learners.
– Establish an impression of control.
– Close proximity may help establish presence
and authority.
– Assess the learners: pre-tests, short
questionnaires or asking questions in the
class.
– Follow the planning sequences and continue
to refine approach to teaching.
The process is hard work, but the
outcome is well worth the effort.