Things to consider in planning

instruction
• Many teachers in the Philippines view
instructional planning as a major
burden. Why do you think this
perception exists? What could be
done to address it?
The Importance of Instructional Planning

• To some teachers, instructional planning is a

burdensome task. In the Philippines, teachers
accomplish many paper works, attend to school
meetings and parent-teacher conferences, check
students’ outputs, serve as class advisers or club
moderators, and perform various teaching and non-
teaching duties. As such, instructional planning is
not given priority or is done hastily.
• Why, then, is it important for us teachers
to allot ample time for planning? How will
this activity benefit us?
• Even though there are so many lesson
plan resources on the net, we believe that
there can be no substitute for a lesson
plan that is created by you, the teacher,
that is tailored to the specific student
populations you are serving.
• A lesson plan is a document that outlines the
content of your lesson step-by-step.
• It's a list of tasks that your students will undertake,
to help guide your teaching.
• A lesson plan is usually prepared in advance and
can either cover a one-off activity, an entire lesson,
a unit or course, a day, or a week
Things to consider for lesson planning

1) Know who your students are.

• Know ability levels; backgrounds; interest levels;
attention spans; ability to work together in groups; prior
knowledge and learning experiences; special needs or
accommodations; and learning preferences.
• This may not happen as quickly as you would like, but it
is important for designing instruction that will meet the
needs of your students. That's key in successful teaching
and learning!
2) Know your content.
• It is important for you to research the subject matter that
you will be teaching. You should utilize curriculum guides.
It is also a good idea to know the national standards and
state standards that drive curriculum in each subject area
that you are responsible for. You can visit web sites that
are devoted to curriculum frameworks and that will give
you a lot of information relative to your subject area.
3) Know the materials that are available to help you
teach for success.
• Take and keep an inventory of the materials and
resources that are available to you as a teacher.
• For example: technology, software, audio/visuals,
teacher mentors, community resources, equipment,
manipulatives, library resources, local guest
speakers, volunteers, or any materials that can
assist you in teaching.
4. Objectives
• An objective is a specific statement of a learning
outcome. It describes what we want our students to
do and how we will know if they are already there.
Taking into account the objectives of the lesson is
important because these statements are vital in
assessing student learning and evaluating the
effectiveness of instruction.
Classroom Environment
• Students learn more when there is a positive classroom
environment, the reason why teachers should also take
this into account in instructional planning. They have to
ensure that they have a welcoming and stimulating
classroom, one where students feel regarded and
represented and at the same time excited to learn new
things.
• They should also foster a healthy social
environment where students interact with
each other and no child is excluded.
• Teacher
• Finally, it is important for teachers to take into account
their own knowledge for instruction to become more
effective. According to Mishra and Koehler (2006), a
teacher’s knowledge is comprised of three components:
• Content knowledge
• Pedagogical knowledge
• Technological knowledge
Planning for instruction

1) Content-
• List the important facts, key concepts, skills, or key
vocabulary terms that you intend to cover.
• You can also prepare an outline with key learning
outcomes.
• Remember to refer to your curriculum guides.
2) Goals-
• Identify the aims or outcomes that you want your
students to achieve as a result of the lesson you
plan to teach.
• Goals are end products and are sometimes broad
in nature. Goals relate directly to the knowledge
and skills you identify in part one: content.
3) Objectives-
• Identify the objectives that you hope your students will achieve in
the tasks that will engage them in the learning process.
• Objectives are behavioral in nature and are specific to
performance.
• Objectives tell what you will be observing in student performance
and describe criteria by which you can measure performance
against.
• In many ways, objectives represent indicators of performance
that tell you, the teacher, to what extent a student is progressing.
4.)Materials-
• List the materials and resources that will be
needed for the lesson to be successful. In this
case, you should also list technology
resources needed to achieve objectives.
5) Introduction-
• Describe or list a focusing event or attention grabber that
will motivate your students to want to pay attention and
learn about what you plan to teach
• . This will depend on the ages and stages and of your
students and will rely on students' interests and
backgrounds.
• Remember, getting your students to attend and respond
to your introduction will set the stage for the rest of the
lesson.
6) Development-
• Describe how you plan to model or explain what you want your
students to do.
• Modeling the learning behaviors you expect of your students is a
powerful development tool and provides demonstration that
students can then imitate or practice on their own.
• During development, models of teaching are used to facilitate
student learning. Models can include direct instruction, inquiry,
information processing strategies, or cooperative learning
strategies.
7) Practice-
• List or describe ways in which you will provide
opportunities for your students to practice what you
want them to learn. The more opportunities you
provide, the better chance they have to master the
expected outcomes. These opportunities are in-
classroom assignments or tasks that give you, the
teacher, the chance to guide and monitor progress.
8) Independent Practice-
• List or describe ways to provide opportunities for your
students to complete assignments to measure progress
against the goal of instruction.
• These assignments are meant to give teachers the
chance to determine whether students have truly
mastered the expected outcomes.
• Remember to only plan for tasks that you believe
students can accomplish without your guidance.
9) Accommodations-
• List or describe ways that you will differentiate
instruction according to students' needs. This
can include any curricular adaptations that are
needed to meet special needs of students.
10)Checking For Understanding- -
• List or describe ways that you will check
for understanding. Assessment and
ongoing feedback are necessary for
monitoring progress. This can include
questioning, conferencing, or journal
writing/reflection writing.
11 ) Closure-
• List or describe ways that you can wrap up a lesson.
• This can include telling students the most important
concepts that were covered in the lesson, asking them
what they thought were the key concepts (or what they
learned), or preparing them for the next lesson building
upon what was presented.
• The key is to leave your students with an imprint of what
you hoped to achieve in any given lesson.
12) Evaluation-
• List or describe ways that you will assess or
measure student success in achieving the
outcomes that you planned to reach.
• This can include a variety of ways to evaluate
student performance.
13) Teacher Reflection-
• This section is to be completed after lesson. It
represents what you think worked, or what did not
work, and why.
• It is meant to give you some insight into practice
and will hopefully help you to make adjustments
and modifications where necessary.
• What are the things to consider in planning instruction?
• Listed below are 6 steps for preparing your lesson
plan before your class.
• Identify the learning objectives. ...
• Plan the specific learning activities. ...
• Plan to assess student understanding. ...
• Plan to sequence the lesson in an engaging and
meaningful manner. ...
• Create a realistic timeline. ...
• Plan for a lesson closure.
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