2. Learning Objectives: At the end of this
lesson, the students are expected to;
• Understand the nature of Instructional
Planning, Basis of an effective Instructional
Planning.
• Determine the different Importance of
Instructional Planning.
• Enumerate the principles of Instructional
Planning.
• Define Instructional Planning.
3. • Planning deals with selecting objectives
and actions to achieve them. It requires
decision-making; that is, choosing from
among alternative future courses of action.
Plans provide a rational approach to
achieving pre-selected objectives. Planning
bridges the gap from where we are now and
where we want to be.
4. Effective planning is based on knowledge of
(1)the general goals of the school,
(2)the objectives of the course or subject,
(3)students’ abilities, aptitudes, needs, and
interest,
(4)content to be included and appropriate unit
into which the subject can be divided, and
(5)techniques of short-range instruction or
lesson planning.
5. Teacher planning is a form of decision-
making. Planning a course, unit or lesson that
involves decision in two areas:
(1) subject matter knowledge, concerning
organization and presentation of content,
knowledge of student understanding of content,
and knowledge of how to teach the content, and
(2) action system knowledge, concerning teaching
activities such as diagnosing, grouping, managing,
and evaluating students and implementing
instructional activities and learning experience.
6.
7. • Instructional planning
provides an overview of
instruction by way of
presenting a clean total
picture of the lesson for the
day or for the entire year.
8. • Instructional planning makes
learning purposeful. The
teacher’s clear understanding of
the pupils’/students’ behavior will
in effect, help increase learners
opportunities for learning and
reduce to a great extent anxiety
and uncertainty.
10. Other related importance’s of instructional
planning are:
(1)Provides for logical sequencing and
pacing of lessons.
(2)Economizes costs-=time and energy.
(3)Provides for variety of instructional
objectives.
(4)Creates the opportunity for higher level
of questioning.
(5)Guides new and substitute teachers.
11. (6) Provides direction where the teacher is going
and enables him to provide the necessary
materials, resources, and activities that will
enrich instruction.
(7) Correlates instructional events with
community resources.
(8) Develops a sequence of well-organized
learning experiences.
(9) Presents a comprehensive and integrated and
meaningful content at an appropriate level.
(10) Prepares pupils/students for the day’s
activities.
12.
13. A principle is an accepted or professed rule
of action. In instructional planning, there are
certain principles to be observed.
(1)To understand to rationale of the course in the
context of the goals of the educational
institution.
(2)To determine what content to incorporate into
the course in relation to the set objectives.
(3)To clarify thrusts of the course.
(4)To decide on the reasonable time frame for the
course
14. 5) To identify the important components of the
lesson; see if they
a) Meet the objectives of the course
b)Foster critical or higher-order thinking
c)Match pupils’/students’ abilities
d)Stimulates pupils’/students’ interest
e)Are realistic in terms of the school
resources
f)Balances in terms if scope and sequence
6)To determine the appropriate approach in
view of the goals
15.
16. Planning as a process begins with
objectives and defined
strategies, policies and detailed
plan to achieve the desired results.
Instructional planning is the ability of
teacher to visualize and forecast
into the future of the
what, why, and how of the
teaching-learning process.
17. Teachers engage the five levels
of planning: yearly, term, unit,
weekly and daily. Planning in each
level involves a set of goals, sources
of information, forms or outlines,
and criteria for judging the
effectiveness of planning.
18. One researcher pointed out the middle-
grade teachers rely most heavily on:
(1)previous success and failure,
(2) district curriculum guides,
(3) textbook content,
(4) student interest,
(5) classroom management factors,
(6) school calendar, and
(7) prior experience when they plan at the
yearly term levels.
19. At the unit, weekly, and daily levels, they are
almost influenced by:
(1)availability of materials,
(2) student interest,
(3) schedule interactions,
(4) school calendar,
(5) district curriculum guides,
(6) text-book content,
(7) classroom management,
(8) classroom activity flow, and
(9) prior experience.
20. In planning, teachers use
instructional routines for
questioning, monitoring
and managing students, as
well as for coordinating
classroom activities.
