Organizing and Planning Instruction
With today’s increasing diversity and expansion of information available for students, it is essential that educators and administrators come up with lessons and curriculum that is encompassing and administers the need of students. It must look into the needs of students in the cognitive level but not undermining the standards present (Devine, 2007). Due to this, organization and planning remains to be a vital instrument in creating effective and efficient outcomes that will create better comprehension and appreciation of the topic.
To do this, it s essential for actors involved to actively collaborate and determine the parameters of facilitation to determine the level of involvement to both teachers and students (Kelly, 2009). Seeing such trends, there must be a conscious effort to recognize the steps leading to this area by carefully looking and administering on the following factors which include (1) curriculum content, (2) instruction, and (3) student needs. Actively fostering this can generate better results and increased capabilities to reach targets and objectives.
In deciphering these factors, it is essential that administrators and educators carefully address the needs and wants of the students. Each one must carefully sketch out the needed parameters of both design and measurement and synchronize it with
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• Will the curriculum adhere to what the students need at their current educational level? • Is the design of the curriculum fit the available timeframe of achieving the mentioned goals and objectives? • Are the objectives organized to suit the timeframe given? Instruction • Are resources available to aide the curriculum objective and student needs? • Does the educator have the qualifications to teach these students? • Is there a balanced schedule wherein students can interact and learn from the lessons that shall be given?
• Are there ways to measure student performance and comprehension of the topic? If there is, is it in-line and congruent with given state and district standards • Is there a reliable time frame wherein students and educators can use as a guide in pursuing understanding and instruction respectively? Student Needs • Are there communication processes available wherein instructor and students can interact? • Are feedbacks given and administered to determine student perceptions and opinions about the subject?
• Is the instructor responsive to student ideas and opens up discussion when it is needed the most? • Does the educator constantly find ways to create opportunities to learn and develop? If yes, does he/she share these insights to his/her students with the goal of betterment and growth? These are just several questions that can be used as a guide by educators and administrators in properly planning and creating methods of instruction that is both aligned in student needs and state standards.
Likewise, it also enables these actors to find new ways to improve the level of commitment not only among educators but also towards students (Devine, 2007). The next table provides an example of how such idea can be achieved. In the end, by carefully considering planning and organization, educational institutions can maximize their capability to impart education and reinforce skills necessary for student growth and development. References Devine, J. (2007) Classroom Education: Organizing and Planning Instruction in Associated Content.
[online] Retrieved March 13, 2009 from, http://www. associatedcontent. com/article/296425/classroom_education_organizing_and. html 1-5 Kelly, M. (2009) Planning Instruction. Retrieved March 13, 2009 from, http://712educators. about. com/od/teachingstrategies/a/planning_task. htm University of Minnesota (2006) Planning and Organizing Instruction. Retrieved March 13, 2009 from, http://72. 14. 235. 132/search? q=cache:tzbRkUVZNhkJ:www. d. umn. edu/~thughes/documents/PlanningandOrganizingInstructionch2mercer. ppt+organizing+and+planning+instruction&cd=6&hl=tl&ct=clnk&gl=ph