Intructional Design

8/7/2019 Intructional Design

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Curriculum Planning Process

Context of SchoolingInstructional VariablesPlanning Considerations

Planning for Classroom Instructions


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Instruction in school is always a subset of curriculum

planning.

The substance, methodology and assessment ofclassroom can be only understood by the purpose of

curriculum.

The classroom teacher is always be the final filter incurriculum work.

Teachers, too as curriculum developers must exercisetheir ability to influence classroom learning to the best oftheir professional knowledge.


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Curriculum Planning Process

Design

Analysis

Implementation

Evaluation


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Phase 1

a. Review curriculum plans

b. State and Select Objectives

c. Organize content by time

y Firstly., the teacher need to understand the nature of teaching task.

y This includes an identification of teaching objectives and studentsoutcomes in curriculum.

y This will including content outlines, textbooks and guides. Teacher

should request and study these aids prior to teaching so that they candetermine the overall objective of the curriculum.


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Phase 2a. Asses student ability

b. Determine relevance to students

c. Reform objectives if necessary

In second phase teachers should seek whatever information isavailable,

To determine who they are teaching.

An early determination should be made on students ability such as :

Knowledge ,skills,background,intelligence or maturation.


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Phase 3

a. Consider possible methodology

b. Review existing knowledge base

In this phase,the teacher is fully into design work and operating of anif then If the task is t teach this material but my students arepoor readers, then I must ..

The possibilities for applied methodology are many .Figure 4.2

page 113 presents eighteen common methods that may be appropriatefor accomplishing curricular task.


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Eighteen Common Methods Used by Teachers

1

.Comparative Analysis2.Conference

3.Demonstration

4.Dianogsis

5.Direct Observation

6.Discussion

7.Drill

8.Experimentation

9.Field Experience

10.Field Trip

11.Group Work

12.LaboratoryExperience

13. Lecture

14. Manipulative &

Tactile Activity.

15.Modelling &Imitation

16.Problem Solving

17.Programmed

Instruction18.Computer Assisted


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Phase 4

a. Implement instructional strategies

b. Make corrections as appropriate

Teacher is actually delivering instruction in classroom under live

conditions. As the teacher deliver the lesson, all of the planning pays off in a

predictable set of events.

Adjustment of variables such as ;

time (too much or too little) Materials and equipment

Students behaviour

And some others variables found in any classroom.


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Phase 5

a. Select assessment devices

b. Collect evidence of students growth

Feedback is very importance from a curriculum perspective since mostcurricula are sequential learning and often dependent on previous learning.

For example, in some states competency testing is conducted periodically toensure that learning is occuring.Whether these structures are in place or notteaching is improve in classroom and teacher build evaluation into theirlesson plan.

Nonobtrusive measures,such as the number of library books checked outafter a topic is taught ,can be effectivefeedbackfor teacher.


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Phase 6a. Judge success of strategies

b. Make planning adjustment

c. Match outcomes to expectations

Finally, each teacher as a curriculum worker will be judge of his /herown teaching.

In this phase, teacher compares expectation of the curriculum withthe result of the teaching.


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> Social Influences

> Readiness

> Compensary Programs

> Parents & Guardians

> Classroom

> Organizing for learning

> Management & Discipline

> Retention

> Testing & Evaluation

CONTEXT OF SCHOOLING


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Social Influences

School is a social experiences, thehigher social economic status ofstudent (SES),the greater his/hereducational achievement.

Advantage children perform indifferent way than do disadvantage

children.

Readiness

Closely related to social & economic isthe readiness of students to benefitfrom schooling.

How student perceive their socialenvirontment,peer acceptance,motivation and

attribution of academic success.

Compensatory Programs

This programs compensate to seek

remedy deficiencies in a disadvantagestudents background

by providing specific curriculadesigned to make up what is lacking.

Parents & Guardian

Some researchers believe thatparentsand the home have at least as muchinfluence on student learning andbehavior as

teacherand school.

There are six type ofat-home behavior

have been suggested as important forstudent success at school.


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Six types at-home behavior

Task Structure -Children participating inactivities at home.

Authority Structure Home responsibilities,

participation and decision

making.

Reward Structure - Parents recognize students

growth and advancement.

Grouping - Parents influence peer

relations.

Standard - Clear and realistic

expectation for behavior.

Time Structure - Parents insist on time

management for schoolwork


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Classrooms

It has been estimated that studentsspend about seven hours in schoolper day.

The physical setting of classroomaffects the psychology, emotion andphysiology of learning.

Physical space, seating pattern, light

colour,noise and temperature allcombine to orient the child tolearning experience.

Organizing for Learning

Organizing factors influenceclassroom instruction such as ;

1.management and discipline

2. Retention

3.Testing and Evaluation of Students.


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Discipline

Can be define as

methodused by teacher to bring about

student conduct orderly enough forproductive learning

Several variables of discipline include :

Commitment

Teacherexpectation

Rules

Principles Involvement

e.g.

Preschoolertend to react to physicalcontrol

Early middle schoolers respond to peerpressure.

High school students, freedom seem tobe effective variable in buildingprogram.

Retention

Testing and Evaluation

School spend a great deal of timeassessing students by testing andsorting them to gradedperformances.

For examples, students takecompetency exam in most states todemonstrate progress through aprescribe curriculum before theycan go into college.

Most school tests are threaded asnorm reference in that

they are used to compare studentsprogress against of other students.


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Instructional Variables A large number of instructional

variables related to student learninghave been studied. Each of thevariables is ,of course influenced bythe purpose of teaching act.

These are some of the best-evidence areas ;

a) Ability groupingb) Teacher Expectationc) Use of Praised) Questionse) Memory and Attentionf) Attributiong) Self Concepth) Gender Biasi) Small Learning Groupsj) Learning /Teaching Styles


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Intructional Design

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