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1. PLANNING FOR
INSTRUCTIONS:

2. EFFECTIVE LEARNING DEPENDS ON
THE TEACHERS ABILITY TO MAINTAIN
THE INTEREST

3. MOTIVATION IS THE KEY FACTOR IN
STUDENTS SUCCESS

4. CURRICULUM METHODS:
 Teachers play a key role in students’ lives, so encouraging
them to excel is our goal.
1. Be enthusiastic about your subject:
2. Create a pleasant, relaxed and enjoyable environment: A
friendly environment + (memorize names), Praise
3. Use achievable and relevant materials- inclusive to
reach all the students’ abilities.
4. Have high but attainable expectations for your
students: Positive Feedback is must
5. Help students set achievable goals for themselves:
 Failure of goals can frustrate kids, and can often loose
motivation, so encouraging them

5. CURRICULUM METHODS:
6. Vary teaching methods:
 Teachers have to be creative and flexible, simply notes will bore the class,
vary the assignments. (presentations, hands on, writing excercises, etc.)

6. CURRICULUM METHODS:
7. Make students active participants in learning:
 When given assignments make sure students are having fun, and make them
brainstorm, role playing, debates, demonstrations, etc. (this way they will be
involved.)
8. Give students a sense of control and responsibility:
9. Work from students’ strengths and interests:
10. Be caring and supportive:
 If you are caring towards your students they will respect your values and
opinions.
 Developing a trust is important for a student teacher realtiomship.

7. CURRICULUM METHODS:
11. Strengthen students’ self- confidence:
12. Be specific when giving negative feedback:
 Negative feedback is a powerful toll when used correctly. If not this
can lead to a negative and harmful environment.

8. TEACHING METHODS:
 A teaching method comprises the principles and methods
used by teachers to enable student learning.
 These reasoning and originality enhance creativity.
 In Teacher- Centred Approach to Learning, teacher are
the main authority in the vehicle, and students are viewed
as “empty vessels”, who receive information passively.
 In Student- Centred Approach to Learning, teachers and
students are both authority figures, who play equal roles.
 Common teaching methods include class participation,
demonstration, recitation, memorization, etc.

9. METHODS OF INSTRUCTIONS:
 Lecturing:
Students play a passive role, so it is important to engage them.
 Demonstrating:
Process of teaching through example or hands on experiments.
May be used to prove a fact through evidence.
This helps improve memorization skills.
 Collaborating:
Allows students to actively participate in the learning process by talking with
each other and listening to other views.
This makes them open- minded.
 Classroom Discussion:

10. METHODS OF INSTRUCTIONS:
 Classroom Discussion
 It is a type of collaborative method
 It gives them a opportunity to interact and put forth their views
 It enhances childs understanding, build confidence and broaden
student perspective
 Debriefing
 It involves conversation, sharing after specific event has taken place.
 It considers experiences and facilitates reflection and feedback
 It helps them to transform

11. METHODS OF INSTRUCTIONS:
 Classroom Action Research
 It is a method to check what works best in your own classroom so
you can improve student learning. It is important to know their own
strengths and weaknesses.

12. EVOLUTION OF TEACHING METHODS
 Ancient education
 Medieval education
 19th century – Compulsory education
 20th century- New method that involve radio, t.v,
internet etc

13. DIFFERENT TEACHING METHODS
 Cognitive development method
 Affective development method
 Psychomotor development method

14. DIFFERENT TEACHING METHODS
 Discussion
 Questioning/Socratic
 Team teaching method
 Talk chalk
method/Recitation
method
 Field trip/Escortion
 Modelling
 Simulation
 Dramatic
 Role playing
Congitive method: Develop
intellect
Affective method: change in
Interest/attitudes

15. PSYCHO MOTOR DEVELOPMENT- ACTIVITY
BASED
 Inquiry
 Discovery
 Demonstration
 Experimenting
 Dalton plan
 Project method

16. WHEEL OF INSTRUCTIONAL CHOICE-
METHODS
 Discussion methods
 Questioning- (Arouse interest and curiosity, get
attention, channelise thinking)
 Role Playing
 Games and Simulation method
 Demonstration method
 Inquiry/Discovery method (Structured/Open
discovery)

17. TYPES OF QUESTIONS
 Factual- yes or no
 Convergent-Only one right response
 Divergent- Deals with opinions, many answers
 Evaluative- Limited to number of choices, Students
have to make judgements
 Combination: Spotting similarities and differences

18. CRITERIA FOR SELECTING TEACHING
METHODS
 Subject matter- Content of subject determines the
method
 Instructional objectives- What teacher intends to
achieve at the end of a lesson
 Learner- Teacher has to know the learners previous
knowledge, age, ability etc
 Teacher- She should be familiar using different
methods
 Time: Duration of lectures in time table
 Instructional materials: Eg- for biology we need a
good equipped biology lab
 Good classroom environment

19. STAGES- WAY FORWARD METHOD
 Stage 1- Be clear with the instructional objectives
 Stage 2: Choose teaching method that best suits
your objective
 Stage 3: Check whether your students are
comfortable with that method
 Stage 4: Are you also comfortable using that
method
 Stage 5: Is your method chosen practical?
 Stage 6: Will you be allowed to use the method
chosen
 Stage 7: Finally use the method chosen

20. BACKWARD DESIGN- RAPLH TYLER
 Here we set goals before we choose instructional
methods and assessment. He starts to form goals,
plan out assessment and then make lesson plans
 3 stages:
 Identify the results desired
 Find out acceptable levels of evidence that support
that desired results have occurred
 Design activities that will make the desired results
happen

21. TRADITIONAL METHOD
 Here the list of content to be taught is created or
selected

22. TYPES OF DESIGN
 Act of designing
 Differs from country to
country
 Time frame to achieve
goals is set by physical
age
 It is a technology for
developing learning
experiences and
environments that
promote learning
knowledge and skills
by students
 It yields faster and
deeper levels of
understanding
Cirriculum design Instructional Design

23. IMPORTANCE OF ASSESSMENT

24. ASSESSMENT STAGE- WHERE APPROACH
 W- Students should know where they are headiing,
why they are heading, where they may go wrong,
what is required then?
 H- Hooking them on topic of study
 E- Explore and experience ideas to understand the
outcome
 R- Provide opportunities to students to Rehearse,
Revise and Refine
 E- student evaluation

25. MODEL OF INSTRUCTIONAL DESIGN
 ADDIE model of design
 Dick and Carry model of design
 Kemp instructional design model

26. ADDIE
 A- Analyse- those who make this develops an
understanding of desired outcomes, learner
knowledge and skills
 D- Design –documents learning outcomes,
assessment tools, content
 D- Develop- Creates learning material
 I- Implement- Materials that are created and
distributed to the learners
 E- Evaluate- Learning materials are assessed and
documented

27. DICK AND CAREY MODEL- SYSTEM APPROACH
MODEL
 It is made of 9 stages.
 It focuses on interrelationship between context,
content, learning and instruction and addresses
instruction as entire system
 All these 9 components work together

28. DICK AND CAREY MODEL- SYSTEM APPROACH
MODEL
 Identify instructional goal
 Conduct instructional analysis
 Identify entry behaviors and learner characteristics
 Write performance objectives
 Develop assessment instruments
 Develop instructional strategy
 Develop and select instructional materials
 Design and conduct formative evaluation of
instruction
 Design and conduct summative evaluation

29. KEMP INSTRUCTIONAL DESIGN MODEL
 It is holistic and takes into account all factors of
learning environment.
 It mainly focuses on individual learner needs and
goals and follows nine components

30. KEMP INSTRUCTIONAL DESIGN MODEL
 Identify instructional problem and specify goals for
designing an instructional program
 Examine learner characteristics during planning
 Identify subject content and analyse task
components
 State instructional objectives for the learner
 Sequence content with each instructional unit for
logical learning
 Design instructional strategies so that each learner
can master the objectives

31. KEMP INSTRUCTIONAL DESIGN MODEL
 Plan instructional message and delivery
 Develop evaluation instruments to assess
objectives
 Select resources to support instruction and learning
activities
 Kemp model is on smaller scale and focuses more
on support and service for learners

32. EXE- EXPERIMENTAL EDUCATION APPROACH
 It says the economic way to assess quality of
educational setting is to focus on : Degree of
emotional well being of children, Level of
involvement of adults
 Zone of proximal development
 10 actions points for EXE Teachers
 Attention is paid to the interactions between teacher
and children.
 Sensitivity is addressed
 Autonomy is given
 Attention is paid to the outcome of education, so
deep level learning and transfer of knowledge is
very necessary

33. EXE- EXPERIMENTAL EDUCATION APPROACH
 It also focuses on value education and prevent
criminal behavior
 It stresses more on development of adult

34. DIFFERENCE BETWEEN SYLLABUS
AND CIRRICULUM

35. WHAT IS INSTRUCTIONAL PLANNING?
 It means teachers make instructional plans by
setting objectives and cirriculum. So cirriculum is
put in practice, creating an environment that helps
the children achieve the objectives

36. TYPES OF INSTRUCTIONAL PLANS
 Short term
 Long term

37. TYPES OF INSTRUCTIONAL PLANS
 Yearly
 Monthly
 Weekly
 Daily
Long term Short term

38. HOW IS A PLAN MADE? 3 ASPECT NECESSARY
 Content of activities- what you hope children will
experience
 Objectives of cirriculum content- aspects expected
to be developed through activities
 Creation of environment

39. HOW ARE PLANS FORMULATED?
 Understanding of the child and child development
 Aims and cirriculum content- Aim is to nurture
emotions, will and attitude. Cirriculum content is
developed with intention of achieving aims
 Creation of an appropriate environment

40. INTERNATIONAL MINDEDNESS

41. 4 STEPS TO APPLY WHEN PLANNING PRE
PRIMARY CIRRICULUM
 Conduct self evalaution
 Know stake holders well
 Design the cirriculum
 Establish mechanism for cirriculum review and
monitoring
 This steps ensure that the children are provided
with quality education services

42. SELF EVALUATION- CONDITIONS, STRENGTHS
AND LIMITATIONS
 Institutional culture
 Administrative and management structure
 Staff management
 Utilisation of resources

43. KNOWING THE STAKE HOLDER
 Children and parents

44. DESIGNING THE CIRRICULUM
 Be child centred – Meet child’s developmental
needs and abilities and relate to childrens
experiences and interests
 Be comprehensive and well balanced: Cater to
childs holsitic development in all areas
 Adopt play as a learning strategy

45. ESTABLISHING MECHANISMS FOR CIRRICULUM
REVIEW AND MONITORING
 Mechanism must be establised to collect feedback
from :
 Children
 Teachers
 Parents

46. TRANSDISCIPLIANRY THEMES
IBPYP
EYP
PYP
MYP