Teaching Learning Process Planning Implementing and Assessing Objectives

Teaching. Learning Process (Planning, Implementing, and Assessing)

Objectives 1. To understand the processes within the teachinglearning process. 2. To apply the concepts about the teaching-learning process. 3. To appreciate the importance of each process in the whole teaching-learning process.

Planning

Instructional Planning – visualizing and forecasting into to the future the “what, ” “why, ” and “how” of the teachinglearning process. – content and approach – time and space allocation – Structure and motivation

“The curriculum as published is transformed and adapted in the planning process by additions, deletions, interpretation, and by teacher decisions about pace, sequence, and emphasis. And in elementary classrooms, where a teacher is responsible for all subject matter areas, planning decisions about what to teach, how long to devote each topic, and how much practice to provide take on additional significance and complexity. ” (Clark and Lampert, 1986)

Planning: The Traditional View Rational-linear model - puts the focus on goals and objectives as the first step in a sequential process. - goals --> actions --> outcomes Planning: An Alternative Perspective Nonlinear model - planners start with actions that in turn produce outcomes and finally summarize and explain their actions by assigning goals to them. - actions --> outcomes --> goals Mental Planning consists of reflective thought prior to the actual writing of a long-term or daily plans.

Why do we have to plan? 1. Influences what students learn 2. Affects teachers’ behavior 3. Provides means to assess student learning 4. Results in smoothly running classes

Planning Domains 1. Planning and the Instructional Cycle Planning before teaching Assessing Instructing

Three Phases of Teacher Planning and Decision Making Before Instruction During Instruction After Instruction Choosing content Choosing approach Allocating time and space Determining structures Considering motivation Presenting Questioning Assisting Providing for practice Making transitions Managing and disciplining Checking for understanding Providing feedback Praising and criticizing Testing Grading Reporting Time Spans of Planning - daily, weekly, unit, term, yearly

The Specifics of Planning What to Teach Many Voices: Factors Influencing What is Taught in Schools - professional subject matter associations - national curriculum frameworks and standards - school wide curriculum agreements - community values

Tools and Strategies for Curriculum Enactment Setting Curriculum Priorities - strive for economy in teaching - observe the principle of power - consider the enduring understandings the constitute an area of study

- promote the mastery of these essential questions: 1. To what extent does the idea, topic, or processes represent a big idea having enduring and value beyond classroom? 2. To what extent does the idea, topic, or process, reside at the heart of the discipline? 3. To what extent do the students have misconceptions about the idea, topic, or process and find it difficult to grasp? 4. To what extent does the idea, topic, or processes offer potential for engaging students?

Working with and Deconstructing Standards Step 1: Identify and understand essential standards Step 2: Analyze standards for declarative and procedural knowledge Step 3: Identify precursory subskills and/or bodies of enabling knowledge Step 4: Determine assessments

Instructional Objective - describes teachers' intentions for students' growth and change Approaches: The Mager Format of Behavioral Objectives Student behavior Testing situation Performance Criteria

Revised Bloom's Taxonomy • Knowledge Dimension - factual knowledge - conceptual knowledge - procedural knowledge - metacognitive knowledge • Cognitive Process Dimension - Remember - Understand - Apply - Analyze - Evaluate - Create

Lesson Plans and Unit Plans • Daily Plans - these normally outline the content to be taught, motivational techniques to be used, material needed, specific steps and activities, and assessment procedures. • Weekly and Unit Plans - these function as maps that connect several lessons and give teachers, students, and others an idea of where the lessons are going. • Yearly Planning - these are critical, but because of the uncertainty and complexity in most schools, cannot be done with as much precision as daily or unit plans. - overall themes and attitudes - coverage - cycles of the school year Tools to Assist Unit and Yearly Planning - time-tabling - Gantt Charts

Planning for Time and Space Time is of the Essence - time available for instruction is far less than one might believe, even though it may seem plentiful at the beginning of the year - a direct relationship exists between the time engaged in academic tasks and high achievement gains in reading and math. Instructional Time Categories (Weinstein, Roman, and Mignano (2010) 1. Total time 2. Attended time 3. Available Time 4. Planned academic time 5. Actual academic time 6. Engaged time 7. Academic learning time Space, a Critical Element

Planning with Colleagues • Curriculum mapping - begins with each teacher describing the processes and skills he or she emphasize the essential concept and topics he or she teaches, and the kind of learner outcomes expected.

Implementation

Implementing – entails putting into practice the officially prescribed courses of study, syllabuses and subjects. The process involves helping the learner acquire knowledge or experience.

The Roles of Stakeholders in Implementation

1. ) Learners at the Center of the Curriculum The primary stakeholders in the curriculum. They make and unmake the curriculum by their active and direct involvement.

2. ) Teachers as Curriculum Developers and Implementers Teachers address the goals, needs interests of the learner by creating experiences from where the students can learn.

3. )Curriculum Managers and Administrators They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning.

4. ) Parents as Supporters in the Curriculum Effective parental involvement in school affairs may linked to parent educational program which is central to high quality educational experiences of the children

5. Community Members as Curriculum Resources The community members may provide materials in the existing local community can very well substitute for what are needed to implement the curriculum.

– curriculum is implemented by teachers and depends on the quality of teaching and learning strategies, learning materials and assessment.

Guidelines in Implementing lesson plan – Learners’ differences – Length of period – Flexibility – Learners participation – Learners understanding – evaluation

Learners’ Differences – Individual and group differences must be considered as you plan your lesson and then teach it. – -ability, age, background and reading level (Zulueta, 2008)

Length of Period – One of the major problems beginning teachers have is planning a lesson plan that will coincide with time allotted (45 -50 minutes each period). Don’t plan too much and too little (Zulueta, 2008).

Flexibility – The teacher must be prepared to develop a lesson along a path different from the one set down in the lesson plan.

– Students Ideas…. – There's is often a gap between what they understand what teachers think they understand (Zulueta, 2008). • Learners participation Teachers must encourage the participation of the greatest numbers of students in each lesson

Assessment and Evaluation

Assessment – refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students – an integral part of learning – constant cycle of improvement – flexible and reflects a student`s achievement against a set criteria

Importance of Assessment 1. It determines whether or not the goals of education are being met. 2. It promotes learning and ultimately achievement. 3. It develop students' ability to evaluate themselves, to make judgements about their own performance and improve upon it.

Types of Assessment Formal Assessment – refers to a wide variety of methods that teachers use to conduct inprocess evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Summative Assessment – are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

Assessment Process Objectives Apply Results Feedback Formative Summative

Evaluation – The lesson plan must be evaluated so that it could be modified and improved (El –Tigi, 2003).

Assessment Process Objectives Apply Results Feedback Formative Summative

EVALUATION It serves as an in-built monitor within the program to review the progress in learning from time to time. It also provides valuable feedback on the design and the implementation of the program. It helps teachers and learners to improve teaching and learning. It helps in forming the values of judgment, educational status, or achievement of student. Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of activity of education judgements need to be made.

EVALUATION OBJECTIVES LEARNER EXPERIENCE LEARNING APPRAISAL

Following are the few steps involved in the process of evaluation: (i) Identifying and Defining General Objectives (ii) Identifying and Defining Specific Objectives (iii) Selecting Teaching Points (iv) Planning Suitable Learning Activities (v) Evaluating (vi) Using the Results as Feedback

According to functions: According to approaches: According to nature of reference: -Placement -Formative -Diagnostic -Formative -Summative Norm. Referenced Criterion. Referenced -Summative

1. Placement Evaluation: – It ensures the entry performance of the pupil. – Its main goal of such evaluation is to determine the level or position of the child in the instructional sequence a. Does the pupil possess required knowledge and skills for the instruction? b. Whether the pupil has already mastered some of the instructional objectives or not? c. Whether the mode of instruction is suitable to pupil’s interests, work habits and personal characteristics?

2. Formative Evaluation: 3. Diagnostic Evaluation: -Formative evaluation is used to monitor the learning progress of students during the period of instruction. -It is concerned with identifying the learning difficulties or weakness of pupils during instruction. -Its main objective is to provide continuous feedback to both teacher and student concerning learning successes and failures while instruction is in process. -It tries to locate or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide remedial measure.

4. Summative Evaluation: – Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. – In other words, it is the evaluation of pupils’ achievement at the end of a course.

5. Norm-Referenced and Criterion-Referenced Evaluation: – Two alternative approaches to educational testing that must be thoroughly understood are norm-referenced testing and criterion-referenced testing. (i) Criterion-Referenced Evaluation: – When the evaluation is concerned with the performance of the individual in terms of what he can do or the behavior he can demonstrate,

(ii) Norm Referenced Evaluation: – Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance.

References: Arends, Richrad I. 2015. "Teacher Planning. " In Learning to Teach. pp. 94135. New York: Mc. Graw-Hill Education. Arends, Richrad I. 2015. “Evaluation. " In Learning to Teach. pp. 94 -135. New York: Mc. Graw-Hill Education.