Outline

1. Pros and cons of instructional planning

2. Planning is especially beneficial for new teachers
3. Deciding what to teach
a. State standards and how they are developed
b. What state standards look like
c. The power of state standards
d. What happens at the school district level
e. The formal and taught curricula
f. The power of the curriculum
4. Instructional objectives
a. What instructional objectives look like
b. Instructional objectives differ in two ways
c. Some objectives are general, others are specific
d. The kinds of objectives we use result in three different kinds of
learning: Cognitive, Affective, Psychomotor
e. Another way of classifying learning outcomes
5. Writing specific objectives
a. The value of specific objectives
b. When are objectives good?
6. Preparing instructional plans of varying duration
a. The long and short of planning
b. Preparing long-range plans: Yearly and semester plans
c. Preparing unit plans
d. Preparing lesson plans
e. Evaluating lesson plans
f. The Backward Design idea of lesson and unit planning
g. Resources useful when planning
h. Collaborative, cooperative, or team planning
i. Comparative planning

Summary

Pros and Cons of Instructional Planning

Planning is Especially Beneficial for New Teachers

Why?

1. Have little or no teaching experience to draw upon

2. Be apprehensive and unsure of yourself and your teaching skills
3. Not know what students are expected to know and do
4. Given time to think and plan, teaching will be more creative and fun

Planning may be mandated deemed so important to the success of

student teachers and first-year teachers that they often are required not
just to plan but to submit those plans for reactions from mentor teachers
during student teaching and from supervisors or principals during the
early classroom years.
Student teachers and beginning teachers are advised to plan teaching
events in considerable detail, leaving little or nothing to chance.

Deciding What to Teach

a. State Standards and How They Are Developed

How? Consider . . .
- Factors influencing state requirements
- Societal expectations
- The nature and needs of learners
- Professional societies with interests in education
b. The Power of State Standards
How is it powerful?
- They have proficiency tests that measure the extent to which
students at various grade levels have attained the standards,
such as those above.
- the standards flow down to school districts and influence the
curriculum, or what is taught.
c. What Happens at The School District Level
d. The Formal and Taught Curricula
(1) Formal required kind following from work done by state
standards and school district curriculum committees and resulting in
documents such as state guidelines, local curriculum guides, and
other documents and
(2) Taught that includes items from the formal curriculum
teachers actually teach plus anything else deemed important by the
teacher

e. The Power of The Curriculum

Instructional Objectives
a. What Instructional Objectives Look Like
describes what learners must know and be able to do.
b. Instructional Objectives Differ in Two Ways
The first two are aimed toward cognitive learning, the third toward
humanistic learning, and the last behavioural learning.
c. Some Objectives Are General, Others are Specific
d. Three Different Kinds of Learning Result: Cognitive,
Affective, Psychomotor ( emphasized in Blooms Taxonomy)
- Cognitive Domain engage in mental or intellectual tasks
a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Synthesis
f. Evaluation
- Affective Domain attitudinal, emotional, and valuing goals
for learners
a. Receiving or attending
 b. Responding
c. Valuing
d. Organization
e. Characterization
- Psychomotor Domain learning physical skills
a. Perception
b. Set
c. Guided
d. Mechanism
e. Complex or overt response
f. Adaptation
g. Organization
f. Writing Specific Objectives
- A audience the objective is written for
- B behaviour expected of the learner
- C condition under which the learner identifies every verb
- D degree of proficiency or correctness that the learner must
diplay

Preparing Instructional Plans of Varying Duration

a. The Long and Short of Planning
- Long-range planning how generally to approach teaching
either for an entire year or for a semester-long course
- Middle-range planning (unit plan) how course can be broken
into chunks, parts, or units, each with a particular theme. Also
determining the sequence of the course.
- Short-range planning the week and daily lesson
b. Preparing Long-Range Plans: Yearly and Semester Plans
Consider:
- Your Objectives
- Your Timeline
- Needed resources
c. Preparing Unit Plans
A unit or unit plan is a more detailed plan for teaching a major
section or topic within a course. At the secondary level, units
normally are taught over a period of weeks and are limited to one
topic
- Resource Units prepared by and are available at minimal or
no cost from state education departments, special interest
groups, government agencies, and businesses
- Teaching Units prepared by a teacher or teachers for use
with a particular group of learners.
- Experience Units more of a "happening" than a preplanned
unit. No one defines in advance what students are to learn
- Integrated Units combine study from several fields such as
social studies, language arts, science, and art around a central
theme or topic.
Parts of Unit Plan
- Title
 - Introduction Reason why the unit is important to the course
- General objectives and pre-assessment of student prior
knowledge
- Body topical outline, activities, resources, and time frame
- Assessment
- Bibliography
Benefits of Unit Planning
- Give clear direction for short-term planning
- Makes teacher more aware of their learners unique qualities
- Consider how to help students study some topic or phenomenon
in holistic way
d. Preparing Lesson Plans
Describes specifically what and how something will be learned
within a brief period
Parts of a Lesson Plan
- Objectives
- Resources
- Set Induction Indicate the need to start the lesson by
capturing learner attention and interest
- Methodology
- Assessment
- Closure
- Reflection
Evaluating Lesson Plans
The lesson plan ties in with the curriculum.
The objectives are clear and measurable.
The objectives promote learning across the cognitive,
affective, and psychomotordomains when appropriate.
The obj ectives promote the highest reasonable level of
learning in a given domain.
The obj ectives are appropriate to the diversity of the
learners.
There are provisions in the lesson for informing learners of the
objectives.
Instructional resources are available, appropriate, rich, and
varied.
Technology resources are appropriate.
Set induction is provided.
The learning activities are clear.
The learning activities take into account what we know about
learning.
The learning activities are appropriate for all learners.
The learning activities will likely result in learners meeting the
lesson objectives.
There is a plan for ongoing monitoring of student learning.
There is a plan for assessing learner accomplishments at the
lesson's conclusion.
 Provisions are made for summarizing what has been learned,
how it connects with past and future learning.
The lesson is achievable in terms of available time and space.
The plan takes into account what we know about good
lessons.
Thought has been given to what might go wrong.
I will like teaching to my plan and learners should learn and
be satisfied.
e. The Backward Design Idea of Lesson and Unit Planning
to set learning objectives describing exactly what learners should
know or be able do to at the completion of instruction.
Stage 1: Blooms Taxonomy Lesson or Units Objectives
should focus on six particular understanding
be able to explain: Cognitive domain, "Comprehension"
be able to interpret: Cognitive domain, "Analysis
be able to apply: Cognitive domain, "Application"
have perspective: Cognitive domain, "Evaluation"
be able to empathize: Affective domain, "Valuing"
have self-knowledge: Affective domain, "Organization"
Stage 2 Determine how you will know leaners have
accomplished them. Assessment Time!
Stage 3 Think about what must learners do.
f. Resources Useful When Planning
Curriculum Guides tell you what you are expected to teach
Instructional Material Things that assist student learning of the
curriculum
- Resources units a plan for teaching something in the
curriculum
- Textbooks and other print material
- Non-print material, eg. Illustrations, audio, and video tapes
g. Collaborative, Cooperative, or Team Planning
- Teacher-team planning
- Teacher-pupil planning derives credibility from the fact that
pupils are more likely to be responsive to events they helped
plan than to events planned for them