Definition of Instructional Planning• Preparation for teaching and learning, including ;

– construction of goals, objectives, and instructional and assessment methodology.

• Systematic planning, developing, evaluating, and managing the instructional process based on principles of learning and instruction.

• The big picture of “what to teach” and “how to teach it.”

Functions of planningMakes learning purposeful.

• Reduces the impact of intrusions.• Economizes time.• Provides documentation of instruction.• Guides substituted teachers.• Makes learner success more measurable, which assists in re-teaching.• Gives an overview of instruction.

Key Principles

Identify Instructional

Goals

Identify Instructional Objectives

Plan Instructional

Activities

Revise InstructionDevelop

Instructional Assessment

Choose Instructional

Media

• Defi: general statements of intended student learning outcomes and the starting point for all subsequent instructional planning. designed with student characteristics in mind,including students’ ability, prior knowledge, and attitudes.

•Purpose : to provide an overarching focus on learning outcomes then interpreted through the use of specific learning objectives.

Components :1. Focuses on general learning outcomes2. Focuses on student performance3. Further defined by specific learning objectives

t• Defi : identifies the specific learning outcomes that the student must

demonstrate so that the teacher may infer that they have or havenot learned a particular skill or knowledge set.

• Traditional (Mager 1984) :condition Performance level behaviour

Given a map of the United States, the student will be able to write the names of at least 40 states within the correct state’s boundaries.

• Short Forms of Objectives: focused on including only the “behaviour”component.

• Goal-Objectives: relates the broader goal to the defining objectives.

• Defi : the events, procedures, or steps designed and later implemented during instruction whose purpose is to foster the development and completion of the specific instructional objectives

• 3 Types of Strategies to maximize student learning given the instructional objectives, content, and context.

1. Lesson Strategies: may take from an hour to several days to implement.1.1. Direct Instruction1.2. Cooperative / Group Instruction1.3. Inquiry Instruction

• 2. Activity Strategies: specific aspect of instruction. May take minutes to an hour to implement.2.1. Problem-based Instruction2.2. Questioning and Discussion Techniques2.3. Concept Development Instruction2.4. Reciprocal Teaching2.5. Advance Organizer2.6. Discovery Learning2.7. Synectics2.8. Graffiti

3. Task Strategies: used to supplement and provide active pauses in activity and lesson strategies. May take only a couple of minutes to implement.

· Whip Around · 3-Minute Standing Conversation· Outcome Sentences · Think-Pair-Share· Minute Reflections · Sudden Brainstorm· Think Aloud · Best Choice Debate· Response Cards · Entry/Exit Slips· Background Knowledge Probes

• Defi : encompasses all the materials and physical means an instructor uses to implement instruction.

• Criteria :1. Practicality : availability, cost, time, understood2. Student Appropriateness : developmental and experiential

students level3. Instructional Appropriateness : proposed lesson in an efficient

and effective manner?, achieve instructional objectives?

• Constraining Factors :1. Availability of pre-existing materials2. Production Constraints: costly, in both time and money, enterprise.3. Instructor Facilitation: Most instructional media involve teacher modelling, demonstration, implementation, or more broadly, facilitation may inhibit a teacher's ability to effectively utilize the particular media.

• Defi : term used to denote the systematic collection and interpretation of data that is to be used in the making of educational decisions, including enhancing instruction.

• Reasons:1. Diagnosing student's strengths and weaknesses : remediate weaknesses and avoid (re)addressing2. Monitoring students' progress : student is making adequate progress3. Assigning grades : to assist in assigning grades.4. Determining one's own instructional effectiveness.

• Necessities :· Reliability : Eliminate error. Similar results across similar applications

and populations.· Validity: Accuracy and appropriateness use of a measurement.· Absence-of-Bias: The absence of any characteristic.

• Types :

1. Selected Response Testing: select the correct or best answer (e.g., multiple- choice, true-false, matching questions).

2. Supply Response Testing: respond to a question with a word, phrase, or essay answer (e.g., short answer, essay questions).

3. Restricted Performance Assessment: complete a limited task that is highly structured (e.g., selecting the appropriate tool for a task, determining the area of given rectangle, writing a brief paragraph on a given topic).

4. Extended Performance Assessment: comprehensive task that is less structured (e.g., writing a research report, drawing the water cycle, creating a structure out of Lego's that will support 10 pounds).

• Defi : collect of data relative to the performance of both the students and the teacher/instruction. Instruction is then revised based on results from this collection of data (e.g., tests, informal assessments, attitude surveys).

• Revising Instruction:Revise/modify/discard :· inappropriate specific learning objectives.· ineffective/inaccurate test items.· ineffective instructional activities.· ineffective practice or feedback.· ineffective remedial activities.