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Instructional Planning and Grouping
Instructional Planning and Grouping
Instructional Planning and Grouping
P L A N N I N G
Instructional Planning
and
Grouping
is a process of the teacher using appropriate
curricula, instructional strategies, resources and
data during the planning process to address the
diverse needs of students. The most informative
source for all of the instructional planning is the
student.
T E A C H E R
L E A R N E R
L E A R N I N G
P R O C E S S
The Teaching-Learning Process
Research indicates the following key questions
that teachers need to consider for effective
instructional planning:
1) What should be taught?
2) How should it be taught?
3) How should instruction and student
learning be assessed?
Features of
Effective Instruction
Assessing Designing Delivering
Progress Instruction Instruction
- determining goal
-quick pacing
of instruction
-sufficient
- flexible grouping
opportunities for
-adaptation
students’ response
-scaffolding
-error correction
-careful use of
instructional time
Effective Instruction
Designing Instruction
refersto using student data and plan or effective
instruction
Designing Instruction
Use the information Identify students who need
gathered from additional more intensive
various assessment instruction.
tools.
Set up a group
management system
Group students that is specially
with similar designed to provide
instructional needs instruction in a variety of
grouping patterns
Instructional
design
Instructional
and curricular
Behavioural
support
S C A F F O L D I N G
Scaffolding
Ways:
1. Limit teacher talk.
2. use choral and individual responding
3. use a variety of grouping formats
Error of Correction
Instructional
Arrangement
Small Collaborative
group learning
instruction Peer
teaching
Large Group Instruction
usually consists of the teacher providing support or
explicit instruction to a group of six or more students.
Things
Room to Organizing and
Arrangement managing materials
Consider
• Teachers consider a number of ways to manipulate
instructional content to control behaviour: make activities
more interesting, incorporate students reference, reduce task
difficulties or length, provide choices, and develop functional or
age-appropriate activities. By modifying educational
programs, teachers can prevent students’ inappropriate or
undesirable behaviour, and establish a pleasant classroom
environment
Cognitive Strategy Scaffolded
Instruction Instruction
INSTRUCTION
Explicit Systematic
instruction instruction
• This model of instruction integrates ideas
from operant, social and cognitive learng
theories and assume that cognitive
behaviour (thinking processes) , like
observable behaviors can be changed.
• Common Features:
Strategy steps
Modelling
Self-regulation
• the role of the teacher is to encourage
learners by providing temporary and
adjustable support as they develop new
skills, strategies, and knowledge.
• Includes modelling, guided and
independent practice, and use of consistent
instructional procedures.
• Refers to sequencing instruction from
easier to more difficult nd teaching the
easier skills to mastery before introducing
more complex skills
Instructional Groups
Learning Cycle Groups
Students with similar learning needs
are brought together for a short time.
Jig-saw Learning
Together
Long-term Ability Groups
Students are assigned to groups based
on academic ability.
Changes in group assignments occur only
when a student's academic performance
changes.
Why is instructional
grouping used?
To assure that all students learn
To increase student engagement in learning
To teach students how to work with others
To facilitate social interaction among students
To motivate students
To improve students' self-concepts and attitudes
toward self and school
To teach students how to learn in a variety of ways
Use of Instructional Groups
Instructional groups should be used for
specific instructional purposes.
It is preferable for teachers to be
trained in the use of several types of
instructional groups so they can use
different groups for different
instructional purposes.
B E H A V I O R
SUMMARY
To teach students with learning and behaviour
problems, teacher must attend to the leaning
environment, as well as the beliefs and characteristics of
both the learner and the teacher. Teachers can use the
instructional cycle to set goals and plan instruction,
provide instruction, and then evaluate learning and
make modifications based on student progress
OUtput
Student Case