Definition of instructional planning

The ability of the teacher to

visualize and forecast into
the future of what, why and
how of the teaching-
learning process
Importance of Instructional Planning
 Provides for logical sequencing and pacing lessons
 Economizes cost - time and energy
 Provides for a variety of instructional objectives
 Guides teachers
 Provides direction for the teachers
 Develops a sequence of well-organized learning
experiences
 Presents a comprehensive, integrated and
meaningful content at an appropriate level
 Prepares students for the day’s activities
Components of Instructional
Planning
 The students’ age, background, knowledge,
motivational level of interest
 The type of content that influences the planning
process, textbook and other instructional materials.
 The learning content which is characterized by the
subject matter guidelines
 Material resources which include equipment or
tools for teaching
 Time frame which is considerable
Principles Of Instructional Planning

 Develops plans that are clear, logical, sequential, and

integrated across the curriculum (e.g., long-term goals,
lesson plans, and syllabi).
 Plans instruction effectively for content mastery,
pacing, and transitions.
 Plans for instruction to meet the needs of all students
 Develops appropriate course, unit, and daily plans, and
is able to adapt plans when needed.
 To decide on the reasonable time frame for the
course
 To identify the important components of the
lesson; see if they meet
 To determine the appropriate approach in view of
the goals
Introduction
 A plan book is provided for every teacher.
 Teachers must have a definite learning goal in mind
and a method by which to accomplish it.
 Lesson planning is absolutely essential in quality
education.
 It is the policy of this school district that principals
review lesson plans and collect them weekly from each
teacher.
 A written plan is essential to careful planning.
 The primary purpose of the written plan is for the
teacher’s guidance, but should be available as a
necessary guide for a substitute teacher.
 Therefore, the plan should be written with sufficient
detail to enable a qualified reader to understand the
intent of the writer.
 The plan should clearly describe who this course is for,
how it is to be implemented, what is to be taught, and
how satisfactory student performance is to be
determined.
Characteristics of good
instructional planning
 Planning should be creative and challenging.
 Planning should be continuous.
 Planning should be flexible in order to meet the needs
and abilities of children and youth
 Planning should be constantly evaluated by teachers and
students.
How should teachers plan their
lesson?
 When a teacher plans his/her lesson, the main
consideration should be how effective the students
learn or gain knowledge from the lesson that he/she
plans.
Planning should include:
 1. Statement of objectives.
 2. Procedures to be used.
 3. Organizational instruction.
 4. Materials, basic, and supplementary.
 5. Evaluation.
Example of instructional planning
 Class: Year 3 Merah
 Topic: Unit 4, A Farm Experience
 Subtopic: Animals and their shelters
 Instructional media: E-storybook video
Objectives
 At the end of the lesson, students are able to:
 name correctly the farm animals and their shelters
found in the e-story individually.
 draw the animal shelters correctly in groups on a piece
of drawing block.
 answer correctly the WH questions given orally.
 PROCEDURE/ LEARNING CONTENT TEACHING AND LEARNING ACTIVITIES

TIME

Set Induction 1. The teacher will say ”clap once”, ”twice” and
(5 minutes) Activity: Sing a song, “Farm ”three times” and the students will clap
Song” accordingly. This is to attract the students
- Play animals songs. attention. This activity is repeated

- Sing along the song with the throughout the lesson when necessary.

lyric. 2. The teacher plays the “Farm Song” video.

- Question & Answer session.
3. The teacher asks the students to sing along.

4. The teacher asks the students a few

questions:

Q: “Do you recognize the animals in the song?”

A: “Yes”
Q : “Do you know their homes?”
A : “No.”
During set induction:
Explanation

Teacher explains to students that singing activity will be carried out.

Singing

Students sing along the song with the lyric

Question & Answer session

The teacher asks the students a few questions to test students’ background
knowledge.
 PROCEDURE/ LEARNING CONTENT TEACHING AND LEARNING ACTIVITIES

TIME

Activity: Storytelling 1. Teacher asks the students to sit at their own

Presentation - Story: ”The Mother Hen Admits place.
Defeat” by Suzee Leong
2. The teacher projects the E-Story book onto
Activity 1
the smart board.
(15 minutes)
3. The teacher carries out the “clapping” activity
once to ensure that the students are ready to
learn.

4. The teacher starts the e-storytelling session

with the story entitled” The Mother Hen
Admits Defeat” by Suzee Leong.

5. The students pay attention throughout the

storytelling.
1. The students are then divided into 5 groups which
are:

a. Chicken

b. Rabbit

c. Duck

d. Goose

e. Ostrich

2. There will be five pupils in each group.

3. The grouping is done via mixed ability groupings.

4. The students elect the team leader for each group.

5. The teacher asks the group leaders to come to the

front and wear the animal costumes and the mask.

6. The students are required to act out the animals’

movements according to their grouping.
During presentation stage:
Storytelling session
The teacher starts the e-storytelling session with the story
entitled” The Mother Hen Admits Defeat” by Suzee Leong.

Role Play
The students are required to act out the animals’
movements according to their grouping.
Activity 2 : Drawing a Farm 1. The teacher puts up the pictures of
Farm Map Drawing and Presentation the animals and their shelters on the
(30 mins) white board.

2. Each of the groups is given a drawing

block and a set of colour pencils.

3. The teacher instructs the students to

draw a farm map and label the:

a. The animals that they have

learned.
b. The animals’ shelters.

4. The students are given a 15 minutes

time duration to produce the complete
map.

5. After 15 minutes, the teacher carries

out the “clapping” activity once again to
gather the students’ attention.
 Drawing
The teacher instructs the students to draw a farm
map and label the the animals that they have learned
and the animals’ shelters.

Collaborative learning

Group activity is carried out.

 Presentation
The students are required to present their
work in front of the class.

Q & A Session
The teacher will ask a few questions to the
students.
Closure Activity
1. The teacher once again plays the “Farm
(10 minutes) Activity
Song” video.

Assessment
2. The students are required to sing along
Reflection and act out the movements of the animals
that they have learnt.

Assessment
1. To evaluate students on their ability to
identify the different shelters of the
animals.

Reflection
Q: Tell me, what you have learned
today?
During closure:
Action singing
The students are required to sing along and act out the movements of the
animals that they have learnt.

Assessment
Students are given worksheets to evaluate students on their ability to identify
the different shelters of the animals.

Reflection
Students are required to reflect orally on what they have learned.
References
 Georgia Department of Education. (2014, July 1). TAPS
Standards Reference Sheet Performance Standards
and SAMPLE Performance Indicators. Retrieved
2017,22 July, from https://www.gadoe.org/School
Improvement/Teacher-and-Leader
Effectiveness/Documents/FY15%20TKES%20an
%20LKES%20Documents/TAPS_Reference_Shee
%206-5-14.pdf
 Academic Development Institute. (2011). Instructional
Planning Workbook. Lincoln: Academic
Development Institute