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MANAGEMENT OF

INSTRUCTION

GUIDING PRINCIPLES IN DETERMINING AND


FORMULATING LEARNING OBJECTIVES

1. Begin with an end in mind.


2. Share lesson objectives with students.
3. Lesson objectives must be in the two or three
domains knowledge (cognitive), skill
(psychomotor) and values (affective).
4. Work on significant and relevant lessons
objectives.
5. Lesson objectives must be aligned with the aims of
education as embodied in the Philippine
Constitution and other laws and on the missionvision statements of the educational institution of
which you are a part.
6. Aim at the development of critical and creative
thinking.

GUIDING PRINCIPLES IN THE SELECTION AND


ORGANIZATION OF CONTENT
1. Observe the following qualities in the selection
and organization of content:
. Validity
. Significance
. Balance
. Self-sufficiency
. Interest
. Utility
. feasibility
2. At the base of structure of content is fact. We
cant do away with facts but be sure to go
beyond facts by constructing an increasingly
richer and more sophisticated knowledge base
and by working out a process of conceptual
understanding.
3. Subject matter content is an integration of

GUIDING PRINCIPLES IN THE SELECTION


AND USE OF TEACHING STRATEGIES

1. Learning is an active process.


2. The more senses that are involved in
learning, the more and better the learning.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase retention
and learning.
5. Learning is meaningful when it is connected
to students everyday life.
6. Good teaching goes beyond recall of
information.
7. An integrated teaching approach is far more
effective than teaching isolated bits of

GUIDING PRINCIPLES IN THE USE


AND SELECTION OF INSTRUCTIONAL
MATERIALS

1. All instructional materials are aids to


instruction. They do not replace the
teacher.
2. Choose the instructional materials that
best suit your instructional objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material
before class starts to be sure its working
properly.
5. For results, abide by the general
utilization guide on the use of media.

GUIDING PRINCIPLES IN THE


ASSESSEMENT OF LEARNING
1.

Assessment of learning is an integral part of the teaching learning


process.
2. Assessment tool should match with performance objective.
3. The results of assessment must be fed back to the learners.
4. In assessing learning, teacher must consider learners, learning
styles and multiple intelligences and so must come up with a variety
of ways of assessing learning.
5. To contribute to the building of the culture of success in the school, it
is pedagogically sound that in our assessment techniques we give
some positive feedback along with not so good ones.
6. Emphasizes on self-assessment.
7. If we believe that our task as teacher is to teach all pupils/students,
and that it is possible that all students, even those from limited
backgrounds, will have access to opportunities and therefore can
achieve, then the bell curve mentality must be abandoned.
8. Assessment of learning should never be used as punishment or as a
disciplinary measure.
9. Results of learning assessment must be communicated regularly and
clearly to parents.
10. Emphasizes on real world application that favors realistic
performances over out-of-context drill items

LESSON PLAN
LESSON PLAN a statement of
achievements to be realized and the
specific means by which these are to be
attained as a result of the activities
engaged in day by day under the
guidance of a teacher (Nelson Bossing).

Importance of Lesson Planning:

1. Helps the teachers to be systematic


and orderly
2. Delimits the field to be taught for
certain class period
3. Prevents waste and unnecessary
repetitions of lessons already taken
up
4. Forces consideration of objectives,
selection of subject matter, selection
of procedures, planning of activities
and preparation of tests serves as an

Components of a Lesson Plan:

1. OBJECTIVES states the aims which the lesson


seeks to achieve. It must be specific, measurable,
attainable, results-oriented or realistic and timebounded.
2. SUBJECT MATTER states the topics or the title of
selection, books used and the page numbers
concerned. We also indicate the materials and
the value infused.
3. LEARNING ACTIVITIES these are the different
activities to be undertaken to realize the
objectives
4. EVALUATION the test usually given to determine
whether the students have mastered the lessons
5. ASSIGNMENT the teacher provides topics for
discussion in next meeting or the additional

Preparation of Good Lesson Plans

I. OBJECTIVES
1. Is my objective definite? Is it clearly
expressed in the best English possible?
Is it expressed in term of specific
knowledge, habit, skill or attitude?
II. SUBJECT MATTER
2. Is my subject matter suitable to the
needs and different abilities of my
pupils/students?
3. Is my subject matter definite? Is it
within the scope of the requirement in
the course of study for my grade?

III. PROCEDURE
Devices:
1. Do I have devices to make my teaching clear, concrete and
more comprehensive to my pupils/students?
2. Are my devices properly prepared to help me for many
years?

Methods:
3. Is my method practical?
4. Are my steps clear and arranged for the pupils to see what I
aim to teach?
5. Is the lesson a dull lesson? Review? Development?
6. If my method deals mainly with the teaching of new fact
does it follow at least this steps:
7. Teaching new facts or principle
8. Impressing the new fact or principle, by examples,
illustrations, comparisons and contrast.
9. Generalization of forming the rule for the new fact or
principle taught.
10. Testing the pupils/students on the new fact or principle.

IV. ASSIGNEMNENT
1. Do I prepare and give my assignment with
care according to educational principle or
merely follow the path of resistance?
2. Do my assignment consider the following
salient points:
3. Clear the difficulties of the next lesson.
4. Help the pupils/students how to study.
5. Arouse the pupils/students interest to dig
and find out.
6. In brief, does it embrace the What, How
and Why of the next lesson?
7. Do I write assignment on the blackboards
most of the time or take the shortest cut
by giving it orally?

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