Why Planning Instruction is Essential for Teachers

Why Planning Instruction is Essential for Teachers

How Teachers Can Effectively Plan Instruction

Teachers effectively plan for instruction by having a well-written lesson plan that entails lesson content, evaluation procedures, and methods. The lesson plan should also have instructional objectives, materials, time, and evaluation. Yell et al. (2013) note that the planning process should start with determining the learning content, then move to developing objectives, selecting strategies and teaching methods, and finally, a decision on how to evaluate whether the learners have achieved the lesson objective. Aside from all these, there is a need to use the IEP goals to guide instruction that is specifically essential for learners with a disability or special needs. Yell et al. (2013) affirm that educational programming for a learner with a disability is based on the goals written in the learner’s individualized education program. The IEP is, therefore, vital for teachers’ planning.

Additionally, teachers should use assessment to guide their instruction during planning. Finally, teachers should use state standards and state and common core standards when planning for instruction. Yell et al. (2013) argue that the primary purpose of the standards is to define the skills and knowledge that learners should be expected to learn in respective subjects as they give a benchmark that defines what learners should be taught. Hire our assignment writing services in case your assignment is devastating you. We offer assignment help with high professionalism.

Planning To Teach

While planning to teach, teachers encourage the systematic teaching and recording tactic (START). The START strategy is recommended because it enables changes during instruction. It allows for specific areas of instruction to be changed when the teacher realizes that the learner is challenged or is not progressing. The START is also necessary for planning because once a teacher has determined what to teach and how they will teach it, they will have to start by making the long-range planning process, which is made possible by the START strategy. This long-range plan starts with the learner’s present abilities, as they are listed in the current level of academic achievement and functional performance (PLAAFP). It ends with the skills or aspects that the tutor and IEP team think are the learner’s current and future skills needed, as highlighted in the learner’s measurable yearly goals within their IEP. As such, the long-range plan becomes a teacher strategy for ensuring learners achieve improvements and proceed to excellent levels in particular areas. This path is followed to determine a learner’s instructional program.

Writing Daily Lesson Plans

Once the long-range plans have been developed, teachers can plan learners’ instructional programs daily or on a short-term basis. The short-term plans now entail the daily lesson plans, which represent the small steps that should be taken to reach the objectives of the IEP and the long-range plan. For instance, the long-range plan can end with the student’s goal of reading 80 words aloud in a minute, while the daily lesson can end with the objective that the student’s goal is to read 20 words in a minute. This means daily lesson plans are projected to prescribe the teaching that will allow the learner to reach both the daily and long-range goals.

How to Write Effective Lesson Plans

Lesson plans are developed systematically, which entails detailed teaching information that provides the tutors with the lesson’s objectives, monitoring methods, and schedule of learning activities. In a summarized manner, a lesson plan should have well-written instructional objectives, teaching materials, time, teaching methods, and activities and end with an evaluation.

Progress Monitoring

Yell et al. (2013) insist that progress monitoring is the most critical aspect of instruction planning. Progress monitoring is a simple procedure for repeated measurement of learner growth towards long-range teaching goals. Progress monitoring ensures systematic student data collection to determine how learners progress in a particular academic domain. According to Yell et al. (2013), there are two frequently used progress-monitoring systems for students: curriculum-based measurement (CBM) and general outcome measures. These measures have specific characteristics that ensure their effectiveness. First, progress monitoring should be simple to design and effective to administer, meaning it can be made using readily available resources in a classroom. They should be reliable, valid, and take multiple forms. They should be cheap, easy to understand, reliable, and sensitive to small changes in growth.

The chapter emphasizes the importance of planning for teachers’ instruction. Yell et al. (2013) claim that planning is essential to teaching. It results in positive academic performance and greater academic achievement among learners. As such, the chapter highlights the essentials teachers should consider while planning instruction. One of the essentials is the IEP goals, state and common core standards, and use of assessment to guide instruction. This chapter also explains how to make an effective lesson plan, stating that an effective lesson plan should have instructional objectives, instructional materials, time, and an evaluation. In addition, this chapter emphasizes that the only way teachers can increase the effectiveness of their instructional programs is by systematically planning their lessons and activities and monitoring their learners’ progress. Finally, the chapter suggests that tutors should use systematic Teaching and Recording Tactic (START) procedures so that their short-range and long-range planning of lessons is more systematic. This is because planning entails developing long-range and instructional plans for daily lessons.

References

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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Can you please write a detailed outline for chapter 14?
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