Chapter 6 is all about Instructional
Planning and Development. Instructional planning follows a process. There are
steps to be followed. In a traditional way of planning an instruction the first
step is selecting topic from the curriculum. Then, design the instructional
activities. Design and give assessment. Give grade and feedback. And lastly,
move on to new topic. It simply means that traditional way teaching is the
simplest way and most common way of planning an instruction. However, standard
way of planning an instruction is way better than the traditional. It’s because
it is a standardized way. It starts with identifying the outcomes and ends with
an assessment. Thus, standard way of planning an instruction is in line to OBD
and UBD. This two teaching approaches are effective in teaching-learning
process.
Understanding by Design has three
stages. Stage 1 is Desired Results. In this stage, the teacher identifies what
is the intended learning outcomes that he or she wants to achieve by his or her
students. Stage 2 is Assessment Evidence. This is the performance or output of
the students where their learning’s and understanding about the lesson was
applied. It also tests the students if they have achieved the desired results.
And in the stage 3, the Learning Plan. Teaching and learning activities are in
this stage. In preparing or planning for an instruction, it should be aligned
clearly with the desired results. This includes materials and resources,
timeline, introductory activities, developmental activities and closing
activities.
When planning and organizing instruction,
there are important keys to remember in order to have a meaningful teaching.
All principles of teaching and learning that you have learned should be applied.
Always begin with end in mind. Do assessment to ensure learning. Give the
students an opportunity to assess themselves and don’t forget that part of
instructional planning is utilization of assessment results. Instructional
planning is not that easy. It takes time to have a better presentation and the
success of learning is based upon here. Planning an instruction makes the
teaching-learning process organized and systematic.
A lesson plan is also called an
instructional plan or a learning plan. This serves a guide to teachers in
presenting a lesson. It is a highly organized outlines that specify the subject
matter to be covered, the order in which the information will be presented, and
the timeline for delivering each section or component of the subject matter. A
lesson plan includes anticipatory set or motivation, purpose, input, modelling,
guided practice, checking for understanding, independent practice, and closure.
For UBD, the parts of an instructional plan follow the acronym W.H.E.R.E.T.O.
Where and why, hook and hold, explore and experience, enable and equip,
reflect, rethink, revise, organize for optimal effectiveness, self-evaluation,
and tailor and personalize the work.
In developing a lesson, direct
(deductive) and indirect (inductive) of instruction are used. In direct
(deductive) instruction, the teaching begins with the generalization and ends
with the example. While in indirect (inductive) instruction, the lesson starts
with an example and assists students to discover and give the real
generalization. Direct instruction is a teacher-centered and indirect
instruction is a student-centered.
Instructional planning and
development is a great tool in my teaching profession. This will serve as my
guide in giving instruction to students. Standard way of planning instruction
is more effective than traditional way. The knowledge and skills I learned
about instructional planning could be applied when I teach a lesson. As a
teacher, instructional planning or lesson planning will help me present my
lesson effectively. Lesson plan is prerequisite in teaching.
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