Instructional Planning is a crucial skill for educators

The stage that was most challenging in the instructional plan was to design and to develop the plan.
This is because it is multidimensional and a complex exercise for it has to be effective. To
overcome this, I had first clearly set to the objectives. I applied professional knowledge and
identified the key issues to develop the plan.

By setting the objectives, I wrote down them down to get a clear idea of where I would begin. This
will enable to get a picture of the outline to follow. I developed appropriate methods and
procedures that evaluated the progress of the plan. I applied instructional theories I knew of,
for I did not want to have critical instructional design challenge. I made sure the plan is well
written and understandable to all its' users to ensure that the user will apply any knowledge
gained from both professional and personal life. For the user to easily understand, I ensured to
relate issues to either scenarios or case studies.

Instructional planning is the ability of the teacher to visualize; the ability to see the future classroom
event and forecast into the future of what, why and how of the teaching – learning process.
(Team, 2018). Planning is a crucial skill for educators, Instructional planning makes learning
purposeful. The teacher clear understaning of students behavior will in effect help learners
increase oppurtunities for learning and reduce to a great extent anxiety and uncertainty. Provide
for logical sequencing and pacing lessons. Economize cost-time and energy. Create the
oppurtunity for higher level of questioning and also is a roadmap to the instructor’s success.
Every institution, college, and classroom may face a unique combination of challenges as it
realates to planning. Some challenges of planning that need to overcome for teacher/educators
are the lack of time for planning, balancing diverse learning needs, lastly something that plays a
huge role recently is that of changing educational trends.
 Three primary consideration before planning . Students prior learning experiences. The content
derived from curriculum guides and teacher textbook/development materials. The content and
condition on which the instruction will take place. Principles of instructional planning is a crucial
skill for educators: Determine what content should be adopted in view of the objectives. Classify
the focus of the courses it for stressing subject matter, learners need or societal need. Determine
if there is a special need for the course special learner. Determine the approach including basic
strategies, major assignment, references and other in view in the goals.

Is define as-

- Visualizing – the ability to visualize the future classroom events.

- Guidance – provides the type of road map or guide that assists in creating a flow of events that
has a starting and ending point.
- Managing – a way of managing time and events
- Decision making – allows one to make decision about the how’s and what of teaching based on
three primary consideration. Students prior learning experiences. The content derived from
curriculum guides and teacher textbook/development materials. The content and condition on
which the instruction will take place.

Principles of instructional planning is a crucial skill for educators: Determine what content should be
adopted in view of the objectives. Classify the focus of the courses it for stressing subject matter,
learners need or societal need. Determine if there is a special need for the course special learner.
Determine the approach including basic strategies, major assignment, references and other in
view in the goals.

Criteria in selecting instructional objectives:

1. Relate to large curriculum goal – critical thinking, problem solving, self confidence and other
valued ability and dispositions.
2. Put students in touch with a powerful idea or form of perception.
3. Fill within existing constraints of space, resources and students’ characteristics.
4. Provide emotional and physical as well as intellectual responses.
5. Offer students many ways to construct knowledge – through movement, manipulation and
visuals.
6. Give students opportunity to see how the activity fits within the bigger curriculum picture.
7. Integrate skills in larger natural task rather than isolated skill exercises.
 Components of instructional planning:
1. The teachers. Attributes, beliefs, orientations and teacher background
2. The students age, background, knowledge, motivational level of interest
3. The type of content that influences the planning process, textbook and other instructional
material
4. Material resources which including tools for teaching
5. The learning content which characterized by the subject matter guidelines
6. Timeframe which is considerable

Skills for education for future students:

1. Leadership
2. Digital literacy
3. Communication
4. Emotional intelligence
5. Entrepreneurship
6. Global citizenship
7. Problem Solving
8. Teacm working
9. Critical thinking
10. Cognitive flexibility

Learning activities

1. Lecture
2. Practise
3. Group activities
4. Role playing simulation, dramatization
5. Research and projects
6. Experiment
7. Field trips
8. Review
9. Discussion
10. Reading a test
11. Listening audio tapes

Function of planning
 1. To give and overview of instruction
2. To facilitate good management of instruction
3. To make learning purposeful
4. To provide for a variety of instructional planning/ Activities
5. To economize time
6. To make learners success more measurable which assist in re- teaching
7. To guide substitute teacher
8. To link curriculum teaching and learning

Skill procedures:

1. Demonstration
2. Review, generalization
3. Quizzes, examination
4. Re-teaching
5. Remediation

Importance of instructional planning

1. Instructional planning makes learning purposeful. The teacher clear understaning of students
behavior will in effect help learners increase oppurtunities for learning and reduce to a great
extent anxiety and uncertainty. Provide for logical sequencing and pacing lessons. Economize
cost-time and energy. Create the oppurtunity for higher level of questioning and also is a
roadmap to the instructor’s success.

Reference

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Country of Georgia: Catalyst for Educational Change and Reforms in
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Li, J., Shi, Z., & Xue, E. (2020). The problems, needs and strategies of rural teacher development at
deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of
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Fox, J. L., & Diezmann, C. M. (2020). An analysis of teaching and learning partnerships in Australian
universities: prevalence, typology and influences. Journal of Higher Education Policy and
Management, 42(4), 404-423.

Elmabruk, R. (2020). JUDGING THE JUDGES: EXAMINING SUPERVISORS ASSESSMENT OF

UNOBSERVABLE SKILLS IN DEVELOPED EFL TEACHING PRACTICE
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Carrió-Pastor, M. L. (Ed.). (2019). Internationalising learning in higher education: The challenges of

English as a medium of instruction. Springer.

Team, L. (2018, April 05). Planning and strategy in teaching-learning process. Retrieved March
08, 2021, from https://stories.linways.in/planning-and-strategy-in-teaching-learning-
process-72a003d3343e