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A good plan is like a road map: it shows the final destination and usually the
best way to get there.
H. Stanley Judd (Khalid, 2014)
From my perspective and experience, I believe that planning is key of
success in any field especially in teaching sector because it helps to have a clear
instructional planning and the strategies to accomplish outcome or objective of
the lesson.
According to Kyriacou (2007, p.21-22), planning is important because it enable
teachers to think clearly and sufficiently for her learning environment and
instruction. It also reduce the amount of thinking during the lessons and
preparation for instruction differentiation.
Harmer (1998, p.121) emphasize that planning is important to organize teachers
thoughts, it works as remainders, flexibility and it is for the students to know
that teacher care for them. Kyriacou also (2007. P.21) also states that the real
purpose of planning is to think affectively, manage the time and it helps to
organize teacher thoughts.
This quote describe that planning leads to reach the outcome in sufficient
way. Therefore, in this journal, I will describe every factor that affect teacher
instructional planning to reach the outcomes through instructional objectives,
effective teacher characteristic, experiential learning with learning styles,
types of assessment, methods and tips or strategies that will help to achieve
the main purpose of the lesson.
Instructional objectives
Instructional objectives or behavioral objective defined as statement of
skills or concepts that students are expected to know at the end of some period
of instruction (slavin, 2012, p. 398). In view, instructional objectives leads to
measure the objective. For instance, in GEMS Westminster School in every
lesson students write the WALT of the lesson and I try to evaluate them to
check if they meet the outcome of the lesson and sometime students write the
identify bad words which need to be avoid and good words to use to
(Bad Words)
(Good Words)
To know
To write
To understand
To recite
To appreciate
To identify
To fully appreciate
To sort
To solve
To enjoy
To construct
Figure 1 (Mager, 1997, p.20))
Tell me and I forget, teach me and I may remember, involve me and I learn.
Benjamin Franklin (Franklin , n.d.).
This quote summarize what is active learning which children learn best when
they experience the information which I believe will fastest way to achieve the
outcomes in positive way.
Types of assessment
All of the above leads to types of assessments that teacher can use it to
evaluate their understanding or meeting the objectives. Summative and
formative assessment are types of assessment.
Summative assessment is defined as summary or final project of students
whole understanding of the topic and it is like the final grade or evaluating
students progress at the end of the unit, chapter or whole semester without
retaught the misconceptions. (Just Science, n.d.). For instance, quiz, final
assessment and exams.
knowledge of the students which helps the teacher to carry on the flow of the
lesson related to their prior knowledge (Teacher Newsletters, n.d.). When students
write what they learnt teacher can evaluate students if they meet the WALT or
not.
In addition, in my lessons I emphasized group work as a way to let students
scaffold each other to achieve the objective. It also helps to increase the
amount of speaking in English and promote negotiation between members of the
groups (Harmer, 2001, p.117).
Furthermore, self-assessment is another tool for implementing students
empowerment and is assessment to evaluate students understanding of the
topic. It defined as assessments that students reflect and give themselves
feedbacks in a reflective way and identify their own weaknesses to overcome it
(National Council, 2007, p.14).
Furthermore, there are benefits for students to use this type of assessment
as following. Firstly, students can identify their own mistakes and try to resolve
it by themselves. Secondly, it help students to be more independent. Thirdly,
self-assessment is like a means to enhance student empowerment and skills
learned through self-assessment are life skills, applicable to a range of
situations (Smith, 1997, p. 7). Fourthly, it give students ownership of their own
learning and provide them with a means for evaluating their growth and setting
goals for the future (Wells, 1998, p. 32). Finally, it provided students with a
greater sense of ownership of their work, a more enthusiastic approach to
learning, and the increased use of higher-order thinking (Campbell, DeWall, Roth, and
Stevens, 1998, p.1).
To conclude, teacher can use any strategies that will suit her class to plan
the lesson in a way that will evaluate students understanding. In appendix I have
add reflective questions of this journal.
Reference List:
Bybee, R. W. ,Taylor J. A., Gardner, A., Scotter, P. V., Powell, J. C., Westbrook,
A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and
Effectiveness. Colorado Springs: Office of Science Education.
Campbell, D., DeWall, L., Roth, T., & Stevens, S. (1998). Improving student depth
of understanding through the use of alternative assessment,Dissertation.
Forsythe, G. (n.d.). Kolb's Experiential Learning CYCLE, Learning Styles &
examples. In Flickr. Retrieved from
https://www.flickr.com/photos/gforsythe/9443035785/
Great School Partnership. (2014). Formative Assessment. In The Glossary of
Education Reform. Retrieved from http://edglossary.org/formativeassessment/
Harmer, J. (1998). How to teach English: An introduction to the practice of
English language teaching. Harlow, Eng.: Longman.
Harmer, J., (2001). The Practice of English Language Teaching (3rd ed.).
Cambridge: Longman.
Just Science Now! (n.d.). Assessment-inquiry connection.
http://www.justsciencenow.com/assessment/index.htm
Khalid, H. R. (2014). Famous Quotes about Planning (114 Quotations). In Famous
References:
Khalid, H. R. (2014). Famous Quotes about Planning (114 Quotations). In Famous