Planning and Organizing

Instruction for Beginning

Teachers
Hafsa Kaya
Dilruba Kahriman
Canan Cetin
Aysenur Karadogan
Daniel Burgos
The Curriculum
Is the study of any and all educational phenomena.

Curriculum typically refers to the knowledge and skills students are expected to learn,
which includes the learning standards or learning objectives they are expected to meet;
the units and lessons that teachers teach; the assignments and projects given to
students; the books, materials, videos, presentations, and readings used in a course; and
the tests, assessments, and other methods used to evaluate student learning.

The curriculum frameworks will help a beginner teacher in his/her planning and
organizing the instruction.
Curriculum Mapping
➔ It is used to demonstrate and
explore the links between content
and learning outcomes.
➔ Mapping is a consideration of
when, how, and what is taught, as
well as the assessment measures
utilized to explain achievement of
expected student learning
outcomes.
Backward Curriculum Design

➔ Is a method of designing educational

curriculum by setting goals before
choosing instructional methods and
forms o assessment. Backward design of
curriculum typically involves three
stages.
The Marzano Framework

➔ Contains sixty elements designed to inform the instructional practices of teachers

◆ Domain 1- Classroom Strategies and Behaviours
◆ Domain 2- Planning and Preparing
◆ Domain 3- Reflecting on Teaching
◆ Domain 4- Collegiality and Professionalism
Curriculum Structure

➔ Subject-Centered
Curriculum
➔ Student-Centered
Curriculum
➔ Curriculum Integration
Subject-Centered Curriculum
It is a traditional model in teaching and it is widely- used
method of instruction.

The knowledge is imparted to the student by the teacher.

Emphasis is on direct strategies

It is a curriculum strategy that will help beginner teachers

since, the subject that is going to be taught is laid out other
than knowing each individual and teaching accordingly to
their needs.
Student-Centered Curriculum
Centered on learner needs and the learners are
given their independence for the learning path.

Emphasis on indirect strategies

Students work in pairs, groups or alone

depending on the purpose of the activity.

Students evaluate their own learning; instructor

also evaluates
Curriculum Integration
Is one in which children broadly explore
knowledge in various subjects related to
certain aspects of their environment.

Is an educational approach that prepares

children for lifelong learning.

It will be helpful for the beginner teachers

who may need to have collaborative work
with other teachers.
Curriculum Selection
The beginning teachers should be careful about the curriculum selection.

Because; the good selection of the curriculum makes strengthen instruction.

Teachers should ask themselves these questions;

● What do I want students to know how to do when they leave this course?
● What kinds of tasks will reveal whether students have achieved the learning objectives I have
identified?
● What kinds of activities in and out of class will reinforce my learning objectives and prepare
students for assessments?
Linking Objectives and Standards
Curriculum should have some objectives which provides cue to what content should be
included.

Each objective provides a condition and should meet the criteria of SMART;

★ Specific
★ Measurable
★ Attainable
★ Realistic
★ Time-bound
New Teachers Should Know...

➔ Educational objectives are necessarily stated as expected outcomes, thus opening

learning opportunities for students to achieve the said objectives through the
“selected content” they learn.
➔ Selecting and organizing learning experiences can motivate students to be actively
involved in the learning process, so that expected educational objectives can be
met.
3 Components:

Interrelationship of Objectives, Content and Learning Experience

What is a Standard?
A statement of what students should know and be able to do and demonstrate at the
end of the process at each level.

Standards;

Learning outcomes, learning objectives, learning targets and competencies.

Should be;

Straightforward, observable, measurable, and well-articulated.

The standards guide us in creating experiences to enable our students to know how,
when and why to say what to whom.

*The standards are a tool, but not the starting point, teacher do not take it as a central
organizing ideas and ideology of one’s curriculum. Beginning teachers find identification
of big ideas difficult, even if they know their subject matter well, because they are new to
teaching at specific grade levels (Sleeter & Carmona, 2017)
Types of Standards

Content standards are statements about what learners should know and be able to do
with contents.

Performance standards show us how the learners have achieved the standard targeted.
They refer to how learners are meeting a standard and show the learner’s progress
towards meeting a standard.

Proficiency standards tell us how well learners should perform.

Quality Curriculum Standards

According to the book which is “Un- Standardizing Curriculum”;

❏ standards are connected to community needs and students needs

❏ flexible and able to change
❏ includes time lines for student’s learning, development and growth
❏ describes a whole curriculum
❏ identifies big ideas, concepts and outcomes
❏ includes assessment: formative, summative, diagnosis, and summative.
Planning the Course
Course planning is at the heart of being an effective teacher. It is a
creative process that allows us to synthesize our understanding of
second language acquisition and language teaching pedagogy with our
knowledge of our learners, the curriculum, and the teaching context. It is a
time when we envision the learning we want to occur and analyze how all
the pieces of the learning experience should fit together to make that
vision a classroom reality.
Planning Instruction
The aim of planning instruction is also to map out learning activities in a
coherent, logical way, in order to help students understand, learn and
practice concepts and skills which will develop their abilities in English.
When it comes to planning a whole scheme of work, it is important to
ensure there is a balance of different skills work over the course. One
important criteria to have in mind is that we want to provide variety for our
students because, as soon as they become bored, we have lost the crucial
attention that students need to learn.
Rationale for Objectives
Rationale for learning objectives, which are also known as behavioral
objectives, performance objectives, or instructional objectives, provides
an explanation for why such specific objectives can be an improvement
over other ways of communicating instructional intent. It is somewhat
heavy reading, but you might find something here that can be useful to
you. Well composed objectives help diminish fuzzy thinking about the
ends of instruction. On the matter of being "fuzzy," remember this: fuzzy
thinking might get you through the day, but it will never get you through a
career.
Communication of Intent
Humans often wave their arms and it is the communication of intent that
can discriminate a handover. We as teachers are also motivated to
understand human-human collaboration. There is a rich vein of research
in interaction theory. Learning the communication of intent is vastly
different, we share a common goal: extracting key features hidden in large
complex multi-channel time-series data and using these features to
understand new experiences.
Teacher Accountability
Teacher accountability means holding everyone with responsibilities to
high standards of performance.

● We look to teachers to help every student learn — not just those

students who are self-motivated learners. We look to teachers to
model that love of learning — learn new ways to engage students,
master their subject matter, seek advice and accept critical feedback,
and get better at their craft every year.
Objective Specificity
Objectives are narrower statements of the intended learning of a unit or
specific lesson.

Goals are broad statements used to describe the purposes of schooling or

the purposes of a course.

The book explain;

★ Educational goals
★ Informational objectives
★ Instructional objectives
Educational Goals
Educational goals are broad and may take an extended period of the time to
be accomplished.

Examples of Educational Goals;

➔ The students will develop a command of a standard English

➔ The students will expand their leisure activities
➔ The students will develop good ethical chatacter
➔ The students will formulate an appreciation for all people
➔ The students will develop good health habits
Examples of Educational Goals and Objective Specificity

Type Example

Educational goals The students will develop computer literacy.

Informational objectives The students will be able to use a word-processing

software program.

Instructional objectives Given a set specific requirements, the students will be

able to use a word-processing software program to
write a one-page paper with no errors.
Taxonomies of Objectives

Objectives can be classified three categories to the basis of the

instructional focus: thinking, attitudes, and physical skills.

Representing three domains of learning:

➔ Cognitive
➔ Affective
➔ Pschomotor
Cognitive Domain Affective Domain
Objectives in the cognitive are concerd Objectives in the cognitive are concerd
with the thinking and reasoning ability of with the developments of students feelings,
students. attitudes, and emotions.

Traditional model of cognitive taxonomy

● Evaluation ★ Behaviors related to affective domain

● Synthesis must take place in a “free-choice” if they
● Analysis are give a true indication of students
● Application attitudes, likes, dislikes, and feelings.
● Comprehension
● Knowledge
Importance of stating and communicating objectives

● Objectives have a place in both students and teachers. Students benefit from
objectives in the sense that they know what is expected of them after the “training”
they have received. Teachers use objectives to not only assess what students have
learned, but also a guideline or framework when creating their lesson plan. Without a
clear and concise idea of where they’re going, it’s hard to stay on topic.
● Moreover, struggling students in a special education setting benefit greatly from a
lesson that states where it is headed. There appears to be a direct correlation
between academic performance and behavior (Sugai & Horner, 2009; Shinn, Stoner, &
Walker, 2002). If students are confused about what they should do, then they are
more likely to be disruptive and act out.
Steps to convey objectives to students.
Case study: Case study: A novice teacher learns
to explicitly state the objective
● The article backed up the initial claims about student performance being correlated with student
behavior. In the case study provided by the article, a struggling teacher named Tommy receives
help to increase classroom participation while at the same time decrease behavioral problems that
interfere with the progression of the lesson.
● A teaching points out through several lesson what the effects are of missing one, two or three of
the steps used to convey the classroom objectives, and it is quite apparent that when students do
not know why they are doing something, why it relates to the current objective, that they are more
likely to lose interest in the lesson and begin talking about inappropriate, unrelated topics that
distract others. Whereas, when the teacher successfully remembered to incorporate all of the
techniques that he had been taught, student academic performance increased, and behavioral
problems decreased, and the teacher wasted less time attempting to draw focus back in to the
lesson.
● When one is not clear as to what the purpose of the activity is students are left to guess what its
relevance is, and we do not students wasting brain power in something that they can be informed
of.
● The findings are presented in the upcoming slide.
Case study cont...
Final Thoughts

● Teachers need to not only make the learning objectives

clear at the beginning of the class, but they also need to
keep coming back to it in order to remind students what
goal they are working toward, and to draw connections
between coursework and learning objectives; why they are
relevant.
References
● Eagan, K. (2003). What is Curriculum?. Journal of the Canadian Association for Curriculum Studies. Volume 1.
https://jcacs.journals.yorku.ca
● Reed, D. K. (2012). Clearly Communicating the Learning Objective Matters!. Middle School Journal (J3),
43(5), 16-24.
● Sleeter, C. E., & Carmona, J. F. (2017). Un-standardizing curriculum: multicultural teaching in the standards-
based classroom. New York, NY: Teachers College Press.
● The Curriculum Development Process: Objectives, Content, Learning Experiences. (2014, March 17).
Retrieved March 18, 2018, from https://icareabouteducation.wordpress.com/2014/03/17/the-
curriculum- development-process-objectives-content-learning-experiences/
● Moore, K. D. (2015). Effective instructional strategies: from theory to practice. Los Angeles: SAGE.
● Dossetor, J. (n.d.). Course planning. Retrieved March 21, 2018, from
https://www.teachingenglish.org.uk/article/course-planning
● Kizlik, R. J. (n.d.). A Rationale for Developing Learning Objectives that Meet Demanding Behavioral Criteria.
Retrieved March 21, 2018, from http://www.adprima.com/objectives2.htm