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How to create an effective Instructional Plan

Verdan N. St. AimieEDU 697Capstone

Planning InstructionDecide What to TeachAssess skill levels to identify gaps between actual and expected level of performanceEstablish logical sequences of instructionConsider contextual variables

Communicate Realistic ExpectationsTeach goals, objectives, and standardsTeach students to be active, involved learnersTeach students consequences of performance Set instructional goalsEstablish performance standardsPace instruction appropriatelyMonitor students performance and useperformance to plane instructionDecide How to Teach

3Managing InstructionPrepare of InstructionSet class room rulesCommunicate classroom rulesTeach rule compliancehandle disruptions efficientlyCommunicate consequences of behaviorTeach students to manage their own behavior Use Time ProductivelyEstablish routines and proceduresOrganize physical spaceGive task directionsKeep transitions shortAllocate time to academic activitiesMaintain academic focus

Establish Positive Classroom EnvironmentMake classrooms pleasant, friendly placesAccept individual differencesKeep interaction positiveEstablish supportive, cooperative environmentMake students respond and participate

Delivering InstructionFor Presenting ContentGain students attentionReview prior skills or lessonsProvide organized, relevant lessonsmaintain students attentionInteract positively with studentsFor Teaching Thinking SkillsModel thinking skillsTeach fact-finding skillsTeach divergent thinking Teach learning strategies

7Present InstructionFor Motivating StudentsShow enthusiasm and interesthelp students value schoolworkUse rewards effectivelyConsider level and student interestFor providing Relevant PracticeDevelop automaticityVary opportunities of practiceUse seatwork effectivelyprovide students with helpUse relevant tasks and varies materialsAssign the right amount of workVary methods during practice Monitor InstructionFor providing FeedbackGive, immediate, frequent explicit feedbackProvide specific praise and encouragementModel correct performanceProvide prompts and cuesCheck student understandingFor Keeping Students Actively InvolvedMonitor performance regularlyMonitor performance during practiceUse peers to provide instruction Provide opportunities for successLimit opportunities for failureMonitor engagement rates Adjust InstructionAdjust lessons to meet student needsprovide many instruction optionsAdjust pace Evaluating InstructionMonitor Student UnderstandingCheck understanding of directionsCheck process understandingMonitor success rate Monitor Engage TimeCheck student participationTeach students to monitor their own participation Maintain Records of Student ProgressTeach students to chart their own progressRegularly inform students of performanceMaintain records of student performance

Maintain Records of Student ProgressTeach students to chart their own progressRegularly inform students of performanceMaintain records of student performance Use Data to Make DecisionsUse data on students progress to decide when more services are warrantedUse student progress to make teaching decisionuse student progress to make decision about when to change service delivery

Reference:

Algozzine, B ., Ysseldyke, ,J ., and Elliot, J., (1997) Strategies and Tactics for Effective Instruction 2nd Ed . Pfeiffer Publishing Sopris West Salvia, J., Ysseldyke, J.E. and Bolt, S. (2007).Assessment in special and inclusive education. (10th edition). Boston: Houghton Mifflin Company.

Clark, R ., and Mayer, (2008) R E-learning and the Science of Instruction (3rd Edition) San Francisco, California