Designing and planning teaching and learning process
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This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
Designing and planning teaching and learning process
- 1. Designing and Planning Teaching-Learning Process Prepared By: Catherine A. Matias BSED-III Social Science
- 2. Introduction The instructional design process consists of determining the needs of the learners, defining the end goals and objectives of instruction, designing and planning assessment tasks, and designing teaching and learning activities to ensure the quality of instruction.
- 3. Purpose of Planning Teaching-Learning Process Instruction refers to the methods and processes used to direct learning. Instructional planning is the process of systematically planning, developing, evaluating, and managing the instructional process by using principles of teaching and learning. Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson.
- 4. Parts of a Lesson Plan
- 5. Parts of a Lesson Plan The basic parts of a lesson plan include a beginning, middle, and end. Before the Lesson Lesson Proper After the Lesson
- 6. Parts of a Lesson Plan Before the Lesson- This is the lesson opening or the “beginning” of lesson implementation. The Lesson Proper- This is the “middle” or main part of the lesson. During this time, the teacher presents the new material to the class. After the Lesson- This is the lesson closing or the “end” of the lesson.
- 8. Steps in Planning an Instruction Identify the Learning Objective Plan the specific learning activities Direct Instruction Plan to assess student understanding Independent Practice Plan to sequence the lesson in an engaging and meaningful manner. Create a realistic timeline Plan for a lesson closure
- 9. Steps in Planning an Instruction Identify the Learning Objective- Before you lesson, you will first need to identify the learning objectives of a lesson.
- 10. Steps in Planning an Instruction Plan the specific learning activities- when planning learning activities you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course.
- 11. Steps in Planning an Instruction Plan to Assess Student Understanding- Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide further learning.
- 12. Steps in Planning an Instruction Plan to sequence the lesson in an engaging and meaningful manner- Bloom’s Revised Taxonomy of Educational Objectives aids in designing engaging and meaningful instruction.
- 13. Steps in Planning an Instruction Create a realistic Timeline- Narrow down your list to the two or three concepts, ideas, or skills or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed.
- 14. Steps in Planning an Instruction Plan for a Lesson Closure- Lesson closure provides an opportunity to solidify student learning.
- 15. Comparison of Lesson Plans in Traditional Curriculum and Backward Curriculum
- 16. What is Backward Design Planning? "This backward moving process is part of the Understanding by Design (UbD) process developed by Wiggins and McTigh (1998; 2005; 2007; 2011). UbD emphasizes the use of learning outcomes as the driver in designing curriculum units, performance assessments, and student learning experiences," (Newman, 2013)
- 17. What is Backward Design Planning? The Backward Design Backward Design Planning starts with focus on the end. It is three stage process that is designed based off what the teacher wants to student to learn at the end of the lesson.
- 18. What is the Traditional Model? In the traditional model of designing instruction, once teachers identify the standards that will be covered in a unit or decide on a list of content to be taught, they focus most of their attention on planning the learning activities," (Newman, 2013). The Traditional Model focuses on how the information will be presented as opposed to outcome like in the Backward Plan
- 19. Traditional Curriculum vs. Backward Curriculum
- 20. Traditional Curriculum vs. Backward Curriculum It focuses on INPUT It is Teacher FOCUSED It is linear because once a lesson is taught, the teacher moves on the next lesson. It focuses on OUTPUT The teacher does not need to follow linear pattern because there is an option to reteach the material or move forward. It requires or promote student engagement.
- 21. Traditional Curriculum vs. Backward Curriculum The two models come together with their intent and ability to abide by Common Core Standards. Though the classroom structures are different, the goal of perpetuating a environment where students master skills and knowledge by the end of the school year is the same.
- 22. “Creating effective lesson plans is the key to effective teaching and critical factor in achieving positive students outcomes”