PLANNING FOR
INSTRUCTIONS:

EFFECTIVE LEARNING DEPENDS ON
THE TEACHERS ABILITY TO MAINTAIN
THE INTEREST

MOTIVATION IS THE KEY FACTOR IN
STUDENTS SUCCESS

CURRICULUM METHODS:
 Teachers play a key role in students’ lives, so encouraging
them to excel is our goal.
1. Be enthusiastic about your subject:
2. Create a pleasant, relaxed and enjoyable environment: A
friendly environment + (memorize names), Praise
3. Use achievable and relevant materials- inclusive to
reach all the students’ abilities.
4. Have high but attainable expectations for your
students: Positive Feedback is must
5. Help students set achievable goals for themselves:
 Failure of goals can frustrate kids, and can often loose
motivation, so encouraging them

CURRICULUM METHODS:
6. Vary teaching methods:
 Teachers have to be creative and flexible, simply notes will bore the class,
vary the assignments. (presentations, hands on, writing excercises, etc.)

CURRICULUM METHODS:
7. Make students active participants in learning:
 When given assignments make sure students are having fun, and make them
brainstorm, role playing, debates, demonstrations, etc. (this way they will be
involved.)
8. Give students a sense of control and responsibility:
9. Work from students’ strengths and interests:
10. Be caring and supportive:
 If you are caring towards your students they will respect your values and
opinions.
 Developing a trust is important for a student teacher realtiomship.

CURRICULUM METHODS:
11. Strengthen students’ self- confidence:
12. Be specific when giving negative feedback:
 Negative feedback is a powerful toll when used correctly. If not this
can lead to a negative and harmful environment.

TEACHING METHODS:
 A teaching method comprises the principles and methods
used by teachers to enable student learning.
 These reasoning and originality enhance creativity.
 In Teacher- Centred Approach to Learning, teacher are
the main authority in the vehicle, and students are viewed
as “empty vessels”, who receive information passively.
 In Student- Centred Approach to Learning, teachers and
students are both authority figures, who play equal roles.
 Common teaching methods include class participation,
demonstration, recitation, memorization, etc.

METHODS OF INSTRUCTIONS:
 Lecturing:
Students play a passive role, so it is important to engage them.
 Demonstrating:
Process of teaching through example or hands on experiments.
May be used to prove a fact through evidence.
This helps improve memorization skills.
 Collaborating:
Allows students to actively participate in the learning process by talking with
each other and listening to other views.
This makes them open- minded.
 Classroom Discussion:

METHODS OF INSTRUCTIONS:
 Classroom Discussion
 It is a type of collaborative method
 It gives them a opportunity to interact and put forth their views
 It enhances childs understanding, build confidence and broaden
student perspective
 Debriefing
 It involves conversation, sharing after specific event has taken place.
 It considers experiences and facilitates reflection and feedback
 It helps them to transform

METHODS OF INSTRUCTIONS:
 Classroom Action Research
 It is a method to check what works best in your own classroom so
you can improve student learning. It is important to know their own
strengths and weaknesses.

EVOLUTION OF TEACHING METHODS
 Ancient education
 Medieval education
 19th century – Compulsory education
 20th century- New method that involve radio, t.v,
internet etc

DIFFERENT TEACHING METHODS
 Cognitive development method
 Affective development method
 Psychomotor development method

DIFFERENT TEACHING METHODS
 Discussion
 Questioning/Socratic
 Team teaching method
 Talk chalk
method/Recitation
method
 Field trip/Escortion
 Modelling
 Simulation
 Dramatic
 Role playing
Congitive method: Develop
intellect
Affective method: change in
Interest/attitudes

PSYCHO MOTOR DEVELOPMENT- ACTIVITY
BASED
 Inquiry
 Discovery
 Demonstration
 Experimenting
 Dalton plan
 Project method

WHEEL OF INSTRUCTIONAL CHOICE-
METHODS
 Discussion methods
 Questioning- (Arouse interest and curiosity, get
attention, channelise thinking)
 Role Playing
 Games and Simulation method
 Demonstration method
 Inquiry/Discovery method (Structured/Open
discovery)

TYPES OF QUESTIONS
 Factual- yes or no
 Convergent-Only one right response
 Divergent- Deals with opinions, many answers
 Evaluative- Limited to number of choices, Students
have to make judgements
 Combination: Spotting similarities and differences

CRITERIA FOR SELECTING TEACHING
METHODS
 Subject matter- Content of subject determines the
method
 Instructional objectives- What teacher intends to
achieve at the end of a lesson
 Learner- Teacher has to know the learners previous
knowledge, age, ability etc
 Teacher- She should be familiar using different
methods
 Time: Duration of lectures in time table
 Instructional materials: Eg- for biology we need a
good equipped biology lab
 Good classroom environment

STAGES- WAY FORWARD METHOD
 Stage 1- Be clear with the instructional objectives
 Stage 2: Choose teaching method that best suits
your objective
 Stage 3: Check whether your students are
comfortable with that method
 Stage 4: Are you also comfortable using that
method
 Stage 5: Is your method chosen practical?
 Stage 6: Will you be allowed to use the method
chosen
 Stage 7: Finally use the method chosen

BACKWARD DESIGN- RAPLH TYLER
 Here we set goals before we choose instructional
methods and assessment. He starts to form goals,
plan out assessment and then make lesson plans
 3 stages:
 Identify the results desired
 Find out acceptable levels of evidence that support
that desired results have occurred
 Design activities that will make the desired results
happen

TRADITIONAL METHOD
 Here the list of content to be taught is created or
selected

TYPES OF DESIGN
 Act of designing
 Differs from country to
country
 Time frame to achieve
goals is set by physical
age
 It is a technology for
developing learning
experiences and
environments that
promote learning
knowledge and skills
by students
 It yields faster and
deeper levels of
understanding
Cirriculum design Instructional Design

IMPORTANCE OF ASSESSMENT

ASSESSMENT STAGE- WHERE APPROACH
 W- Students should know where they are headiing,
why they are heading, where they may go wrong,
what is required then?
 H- Hooking them on topic of study
 E- Explore and experience ideas to understand the
outcome
 R- Provide opportunities to students to Rehearse,
Revise and Refine
 E- student evaluation

MODEL OF INSTRUCTIONAL DESIGN
 ADDIE model of design
 Dick and Carry model of design
 Kemp instructional design model

ADDIE
 A- Analyse- those who make this develops an
understanding of desired outcomes, learner
knowledge and skills
 D- Design –documents learning outcomes,
assessment tools, content
 D- Develop- Creates learning material
 I- Implement- Materials that are created and
distributed to the learners
 E- Evaluate- Learning materials are assessed and
documented

DICK AND CAREY MODEL- SYSTEM APPROACH
MODEL
 It is made of 9 stages.
 It focuses on interrelationship between context,
content, learning and instruction and addresses
instruction as entire system
 All these 9 components work together

DICK AND CAREY MODEL- SYSTEM APPROACH
MODEL
 Identify instructional goal
 Conduct instructional analysis
 Identify entry behaviors and learner characteristics
 Write performance objectives
 Develop assessment instruments
 Develop instructional strategy
 Develop and select instructional materials
 Design and conduct formative evaluation of
instruction
 Design and conduct summative evaluation

KEMP INSTRUCTIONAL DESIGN MODEL
 It is holistic and takes into account all factors of
learning environment.
 It mainly focuses on individual learner needs and
goals and follows nine components

KEMP INSTRUCTIONAL DESIGN MODEL
 Identify instructional problem and specify goals for
designing an instructional program
 Examine learner characteristics during planning
 Identify subject content and analyse task
components
 State instructional objectives for the learner
 Sequence content with each instructional unit for
logical learning
 Design instructional strategies so that each learner
can master the objectives

KEMP INSTRUCTIONAL DESIGN MODEL
 Plan instructional message and delivery
 Develop evaluation instruments to assess
objectives
 Select resources to support instruction and learning
activities
 Kemp model is on smaller scale and focuses more
on support and service for learners

EXE- EXPERIMENTAL EDUCATION APPROACH
 It says the economic way to assess quality of
educational setting is to focus on : Degree of
emotional well being of children, Level of
involvement of adults
 Zone of proximal development
 10 actions points for EXE Teachers
 Attention is paid to the interactions between teacher
and children.
 Sensitivity is addressed
 Autonomy is given
 Attention is paid to the outcome of education, so
deep level learning and transfer of knowledge is
very necessary

EXE- EXPERIMENTAL EDUCATION APPROACH
 It also focuses on value education and prevent
criminal behavior
 It stresses more on development of adult

DIFFERENCE BETWEEN SYLLABUS
AND CIRRICULUM

WHAT IS INSTRUCTIONAL PLANNING?
 It means teachers make instructional plans by
setting objectives and cirriculum. So cirriculum is
put in practice, creating an environment that helps
the children achieve the objectives

TYPES OF INSTRUCTIONAL PLANS
 Short term
 Long term

TYPES OF INSTRUCTIONAL PLANS
 Yearly
 Monthly
 Weekly
 Daily
Long term Short term

HOW IS A PLAN MADE? 3 ASPECT NECESSARY
 Content of activities- what you hope children will
experience
 Objectives of cirriculum content- aspects expected
to be developed through activities
 Creation of environment

HOW ARE PLANS FORMULATED?
 Understanding of the child and child development
 Aims and cirriculum content- Aim is to nurture
emotions, will and attitude. Cirriculum content is
developed with intention of achieving aims
 Creation of an appropriate environment

INTERNATIONAL MINDEDNESS

4 STEPS TO APPLY WHEN PLANNING PRE
PRIMARY CIRRICULUM
 Conduct self evalaution
 Know stake holders well
 Design the cirriculum
 Establish mechanism for cirriculum review and
monitoring
 This steps ensure that the children are provided
with quality education services

SELF EVALUATION- CONDITIONS, STRENGTHS
AND LIMITATIONS
 Institutional culture
 Administrative and management structure
 Staff management
 Utilisation of resources

KNOWING THE STAKE HOLDER
 Children and parents

DESIGNING THE CIRRICULUM
 Be child centred – Meet child’s developmental
needs and abilities and relate to childrens
experiences and interests
 Be comprehensive and well balanced: Cater to
childs holsitic development in all areas
 Adopt play as a learning strategy

ESTABLISHING MECHANISMS FOR CIRRICULUM
REVIEW AND MONITORING
 Mechanism must be establised to collect feedback
from :
 Children
 Teachers
 Parents

TRANSDISCIPLIANRY THEMES
IBPYP
EYP
PYP
MYP