PLANNING FOR EFFECTIVE TEACHING
PLANNING INSTRUCTION
Ornstein (1990) and Moore (1992)
Teachers engage in various levels of
planning.
Course Planning
Unit Planning
Daily lesson Planning
Ornstein (1990)
Teachers have to make decisions on two
vital areas:
1. Subject matter knowledge
: Concerning organization and knowledge of
understanding and how to teach the content.
2. Action system knowledge
: Concerning teaching activities such as
diagnosing. Grouping, managing and eval
uating the students and implementing
instructional activities and learning
experience.
Davis’ (1990) Factors that teachers need to consider
in planning for instruction:
o Curriculum guides
o Textbook content
o Learner’s interest
o Classroom management factors
o School calendar
o Available instructional materials and
resources
o Student grouping for instruction
o Special needs for students
o Previous experience in planning
COURSE PLANNING:
 Refers to planning courses of instructions. It
serves as a guide for the teacher as well as for
the students in creating conductive atmosphere
for worthwhile learning and purposeful activities
 Course of study or teaching learning plantilla
(grade school and high school)
 Course syllabus (college)
Functions of Course Syllabus:
o Helps students feel at ease by providing an
understanding of what is expected of them
o Helps students organize, conceptualize, and
synthesize their learning experiences
o Establishes rapport between the teacher and
his/her students
o Establishes rues, expectations requirements and
other policies for students
o Serves as documentation as to what is taking
place in the classroom
o Serves as a plan to be followed by the teacher
and his/her students
Borich’s (1998) Guidelines teachers have to consider
in preparing course plan:
o Select a textbook suitable for use in class
o Have a background information about the
students you are going to handle
o Find out available instructional materials
available in school
o Know the total number of school days for the
school year or school term
In writing your course plan, the following information
needs to be included:
1. Descriptive Information About the Course
 Course Code: numeric code for the subject
 Course Title: nomenclature of the course
code
 Course Credit: number of course credits for
a term or school year
 Course Prerequisite: course/s or
competencies before the present course can
be taken
 Course Description: short explanation of the
content of the course and how the students
can profit from it.
 Course Requirements: listing of what
students have to comply with in order to
pass the course.
2. Course Objectives: describe the competencies
students are supposed to demonstrate at the end
of a semester or school term
3. Course Methodology and Evaluation: list of
the different teaching methods and learning
activities that shall be employed in teaching the
content of the course and assessing learning.
4. Grading system: describes the various criteria
for grading that the teacher will follow and the
 manner by which the final grade shall be
computed.
5. Course Outline: list of topics to be taken up
during each marking term with corresponding
time allotment for each topic.
6. Course Reference: a list of books and other
reading materials students can use aside from
the textbook.