INSTRUCTIONAL OBJECTIVES

&
SESSION PLANNING

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“A person, who succeeds in the right way,
is the one who inspires others to succeed.
He appreciates others' problems too and
tells them how to solve them. We should
remember that our children, the future
generation, start from only where we end”.

- Anonymous
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 INSTRUCTIONAL OBJECTIVES

Instructional objectives are statements that specify what

learners will be able to do at the end of instruction. They are
also called learning outcomes.

10.1. Why Objectives?

• Give direction to teachers in the selection 'of methods and
instructional resources.
• Form a basis to assess the learners and the teaching
learning process.
• Let students know why any content is to be learnt.
10.1.1. Examples of Objectives
• Replace the worn out parts of a VCR.
• Print Word document from a file.
• Create short cuts for programmes.
• Browse a given folder
• State the output devises in a computer
In the above statements the phrases Replace, Print,
Create, Browse and State indicate the (learning outcomes)3
objectives.
10.1.2. Taxonomy of Objectives
• Objectives are broadly classified into three domains.
These are
• Cognitive Domain (deals with thinking, problem solving
etc.)
• Affective Domain (deals with values, attitudes, interest
etc.)
• Psychomotor Domain (deals with skills)
• Taxonomy is a hierarchical classification

10.1.3. Bloom’s Taxonomy for Cognitive Domain

• Benjamin Bloom has classified objectives in the Cognitive
domain as under:

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 Cognitive What it measures Action Words
level
Evaluation Ability to measure the Appraise, compare, contrast,
worth against stated conclude, critique, evaluate,
criteria judge, recommend
Synthesis Ability to put together Combine, create, design,
separate ideas to form devise, generate, organize,
new whole, establish new plan, reorganize, revise, write
relations
Analysis Ability to separate into Categorize, diagram,
component parts and differentiate, discriminate,
show relationship distinguish, illustrate, select,
between them separate, sort, subdivide
Application Ability to use learned Apply calculate,
material in new situations Demonstrate, draw, estimate,
manipulate, operate, practice,
prepare, produce, schedule,
solve, use
Comprehensio Ability to grasp meaning, Convert, defend, distinguish,
n explain, restate ideas explain, generalize, give
examples, paraphrase, predict,
summarize
Knowledge Ability to recall previously Define, describe, locate, quote,
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learned material recite, repeat, restate, select
 INSTRUCTIONAL PLANNING

A good plan is imperative for effective teaching. Successful

teachers are invariably good planners. The purpose of the
lesson plan is to communicate. It is a guide to the teacher for
helping students to achieve intended learning outcomes.

1. Why Plan?
“Failing to plan is planning to fail”
• Accountability of teachers to students, community and the
employer's can be built.
• Teaching learning process will be better organized.
Instructional process becomes more professional and
systematically organized.
• A sound plan provides a base for self evaluation.
• Ensures appropriate distribution of time for each topic.
• Helps teachers to develop scientific approach to teaching.
• Enables teachers to select appropriate methods and media.
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11.2. Good Planning Characteristics

• Good planning takes into consideration the

abilities, needs and interests of students.

• Good planning will be flexible - flexible enough for

the teacher to make necessary changes as
demanded by the class/teaching situation.

• Good planning will out line the instructional

strategies

• Good planning will have built in evaluation of

students learning.

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11.3. What is a Lesson Plan?

• A lesson plan is a description of the sequence of activities

to be engaged in by a teacher and his/her learners in
orders to achieve predetermined objectives. It would
include a description of the instructional session, learning
resources, instructional methods and evaluation to bring
about the intended.

• A lesson plan is a blue print that identifies and describes

activities that students may engage in during the lesson.

• A lesson plan is a functional document containing

guidelines, indicating what is anticipated during instruction.

• A lesson plan is a document which shows how the available

instructional time is budgeted to the various activities of the
teacher and learner.

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11.3.1. Format of a Lesson Plan
There is no such thing as 'the' (best or model/ideal format of a
lesson plan. There are different ways in which a lesson plan may be
prepared. The best format is the one that works. Whether a lesson
plan fits particular format is not as relevant as whether or not it
describes what teacher want and what has determined is the best
means to an end. No matter what the format of the lesson plan is
some elements must necessarily be included in the plan. There is no
universally acceptable list of components for a lesson plan. The
components to be included must be such that they help the teacher
to systematize instruction and provide a basis for assessing
learning. Elements that may be included are
• Objectives, specific content
• Learning pre-requisites and Pre-assessment procedure.
• Instructional outline
• time frame
• sequence of teachers activities and student interaction
• Learning resources required such as equipment, materials
aids etc.
• Summary 9
• Post assessment procedures.
11.3.2. Questions that Lesson Plan should answer

• What skills, facts, concepts, attitudes, and values should

students learn?

• Why should learners learn?

• What should learners be able to do as a result of learning?

• What entry behaviour students need to possess?

• What are the most appropriate instructional strategies

(methods/approaches )?

• What is the most appropriate sequence of topics and

tasks?

What approaches/procedures and tools are necessary to test

students?
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Lesson planning can be considered as a process with a flow as

Input → Process → Output

Input refers to the resources and infomation required for the

process. Input may consist of

• Information about students (for whom the lesson is

intended) - more particularly their pre-requisite
knowledge and skills.

• Information about the time for the lesson

• Information and description of what materials and

resources will be required for the lesson.

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Process - This is the actual plan. Some questions to
be asked are

• What are the inputs?

• What is the output? (Objectives)

• What should be the Instructional activities?

• What should students do as the Instruction progresses.

• How is students learning assessed.

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11.4. Sample Format
A sample format of a lesson plan is as follows. Teachers may
design their own plans to suit specific requirements.

FORMAT
Title of the lesson: Date
Duration:
Content for the lesson:
Entry behaviour/Pre-requisites:

Instructional Objectives

Teacher Learner Resources Time

Activity Activity

Content:
Statement that relates to the subject matter content. The
content may be skill, principles, and concept. The content is
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predetermined by the curriculum.
Prerequisites:
Indicates what the student must already know or be able to do in
order to learn the lesson.
Instructional objectives:
Indicate what is to be learned.
Instructional procedures:
Teacher activity and related learner activity are referred to as
Instructional Procedure. This is description of what the teacher will
do in teaching the lesson. (Teacher activity) This would include a
description of how the lesson will be introduced what actual
instructional techniques will be need, how to end the lesson
(Summarising)
Resources
Resources refer to the materials and equipment required for
instruction. These may be worksheets, Chart, transparencies,
model, and flip charts, apparatus.
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 TEACHING STRATEGY

A lesson in the form of lecture continues to be a widely used

method by most teachers particularly for cognitive learning. In
order to make, the teaching-learning encounter satisfying and
effective a variety of activities may be built into and around the
lecture.
Introduction (5 minutes out of 50 minutes)
- The first phase of a lesson
- Checks and ensures the required entry behaviour in
students
- Outlines the expected learning outcomes (scope of the
lesson, relevance and importance) – Write down on right
hand top corner of the board – Important aspects proposed
to be covered.
- Review of previous lesson
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- Motivation
Development (40 minutes out of 50 minutes)

- The core of the lesson

- The content is covered (taught) at this phase

- A variety of techniques/activities such as problem

solving, exercises, experiment, questioning, group
discussion, tutorial, etc. may be included

- Learning and instructional resources such as

handouts, exercise sheets, transparencies, and
slides are also used

- Constant feedback mechanism is also to be used

to ensure that students ha\'e learnt whatever they
were required to learn 16
Consolidation (5 minutes out of 50 minutes)

- Provides summary of the lesson (Teachers may use

different strategies for summarisation - (Get summary from
students using either open ended or close questions:
students in pairs or small groups of 4-5 to prepare
summary)

- Provide opportunity for practice and reinforcement.

- Opportunities for transfer of knowledge and skills learnt to

new situations and practical problems.

- Use testing devices to evaluate students against the set

learning outcomes

Follow up
- Home work and assignments
- Out of class activities
- Preparing students for next class. 0
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 Teaching Teacher activities Student activities Media and other Time
Points 2 3 resources in min
1 4 5
Introduction •Establishing rapport •Listening Black board work, 5
•Asking questions •Replying OHP Min
•Telling short story •Observing etc. Transparencies,
•Stating objectives Power Point
•Showing demonstration Presentations,
•Giving examples slides, video
programme,
computer
programme, model
etc
Development •Narration •Listening - do - 40 Min
•Explaining •Asing
•Asking questions •Answering
•Giving clarifications •Presenting
•Giving example Views
•Participating in •Observing
discussions etc •Arguing etc
Consolidation •Reviewing •Listening - do - 5
And Follow up •Replying Min.
•Attempting new
problems etc.
•Home work and
Assignments
•Preparation for
next class 18