organization for instruction

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Organization for

Instruction

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Determining Scope and Sequence

Marie-Claire Moreau - In a nutshell, a scope and sequence is a list of all the ideas, concepts and topics that will be covered in the book, or in the course, or in the lesson plans assigned within a curriculum.

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Determining Scope and Sequence

Scope is defined as “a clearly stated set of K-12 learning objectives that reflects local, state, and national expectations. Sequence is the order in which those objectives are taught.” (Nichols, Shidaker, Johnson, & Singer, 2006)

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Scope and sequence advantages:

it helps determine what will be taught in the course;

it [usually] provides a list of topics in the order they will be taught that year.

comparing it against other, similar products to decide between several different treatments of the same subject; and,

giving parents (and sometimes students) a feel for whether they like the entire product line or not.

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The Planning Cycle

Planning is an iterative process.The Planning Cycle brings together all

aspects of planning into a coherent, unified process.

By planning within this structure, you will help to ensure that your plans are fully considered, well focused, resilient, practical and cost-effective.

You will also ensure that you learn from any mistakes you make, and feed this back into future planning and Decision Making.

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Stages in the planning cycle

Stage 1. Analysis of OpportunitiesThe first thing to do is to spot what needs to be done. You will

crystallize this into a formal aim at the next stage in the process.

One approach to this is to examine your current position, and decide how you can improve it. There are a number of techniques that will help you to do this:

SWOT Analysis:This is a formal analysis of your strengths and weaknesses,

and of the opportunities and threats that you face.Risk Analysis:This helps you to spot project risks, weaknesses in your

organization or operation, and identify the risks to which you are exposed. From this you can plan to neutralize some risks.

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Understanding pressures for change:Alternatively, other people (e.g. clients) may

be pressing you to change the way you do things. Alternatively your environment may be changing, and you may need to anticipate or respond to this. Pressures may arise from changes in the economy, new legislation, competition, changes in people's attitudes, new technologies, or changes in government.

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Stage 2. Identifying the Aim of Your PlanOnce you have completed a realistic

analysis of the opportunities for change, the next step is to decide precisely what the aim of your plan is.

The aim is best expressed in a simple single sentence. This ensures that it is clear and sharp in your mind.

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Stage 3. Exploring OptionsBy this stage you should know where you

are and what you want to do. The next thing to do is to work out how to do it. By taking a little time to generate as many ideas as possible you may come up with less obvious but better solutions. Just as likely, you may improve your best ideas with parts of other ideas.

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Stage 4. Selecting the Best OptionOnce you have explored the options

available to you, it is time to decide which one to use. If you have the time and resources available, then you might decide to evaluate all options, carrying out detailed planning, costing, risk assessment, etc. for each.

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Stage 5. Detailed PlanningBy the time you start detailed planning, you should have a good picture of where you are, what you want to achieve and the range of options available to you. You may well have selected one of the options as the most likely to yield the best results.

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Stage 5. Detailed PlanningA good plan will:

State the current situation. Have a clear aim. Use the resources available. Detail the tasks to be carried out, whose responsibility

they are, and their priorities and deadlines. Detail control mechanisms that will alert you to

difficulties in achieving the plan. Identify risks, and plan for contingencies. This allows

you to make a rapid and effective response to crises, perhaps at a time when you are at low ebb or are confused following a setback.

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Stage 6. Evaluation of the Plan and its ImpactOnce you have worked out the details of

your plan, the next stage is to review it to decide whether it is worth implementing.

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Stage 6. Evaluation of the Plan and its ImpactTechniques can be helpful in evaluating a plan:1. Quantitative Pros and Cons This is a good, simple technique for "weighing

the pros and cons" of a decision. 2. Force Field Analysis :Force Field Analysis helps you to get a good

overall view of all the forces for and against your plan.

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Stage 7. Implementing ChangeOnce you have completed your plan

and decided that it will work satisfactorily, it is time to implement it. Your plan will explain how!

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Stage 8. Closing the PlanOnce you have achieved a plan, you

can close the project. At this point is often worth carrying out an evaluation of the project to see whether there are any lessons that you can learn.

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Programmed Instruction

"A Programmed Instruction is a method of self-instruction that enlists machines or specially prepared books to teach information". CHRIS JORDAN

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Types1. LINEAR PROGRAMMING2. BRANCHING or INTRINSIC STYLE

PROGRAMMING3. COMPUTER ASSISTED

INSTRUCTION

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1. LINEAR PROGRAMMINGThe learner starts from initial

behaviour to the terminal behaviour following a straight line.

The learners respond overtly so their correct responses can be rewarded and incorrect responses can be corrected.

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2. BRANCHING or INTRINSIC STYLE PROGRAMMING Three principles:1. PRINCIPLE OF EXPOSITION- The whole concept

is presented to the students so that he can learn the complete information better which is provided in the home page.

2. PRINCIPLE OF DIAGNOSIS- Here the weakness of the learner is identified after exposition and it is assessed whether the learner could learn what the causes are.

3. PRINCIPLE OF REMEDIATION- If a learner chooses the wrong alternative, the learner has to move to a wrong page where a remedial instruction is provided.

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3. COMPUTER ASSISTED INSTRUCTIONA complete package of information is

stored in the system and is presented sequentially. It has a television screen for displaying information.

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ADVANTAGESThe use of programmed learning has

brought a revolution in the social setting of the classroom.

The use of programed instruction has potentials to improve the quality of education in general.

By presenting the learning material in a small segments of information (frames), it makes learning an interesting game in which the learner is challenged by his own capabilities.

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DISADVANTAGESMere manipulation of the machine is not

rewarding. Once novelty wears off, or if too many errors appear, the students loose interest and motivation.

Programmed instruction restricts the learner's freedom of choice resulting in cramping of his imagination and initiative.

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Individual Instruction and Learning Contracts

Individual InstructionIndividualized instruction is also known as

differentiated instruction.Individualized instruction strategy refers

to those classroom practices of teaching which recognize the uniqueness of each student learner.

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Individual InstructionDifferentiated instruction is an instructional

theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction.

In this strategy the teacher shouldn’t always stick to the same pattern of teaching rather they should adapt new ways such as teaching through audio, video, field trip, etc. so that students have multiple options for taking in information and making sense of ideas.

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Individual InstructionTo differentiate or to individualize

instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

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Individual InstructionPurposes of individualized strategyTo enhance and develop listening habitEnables the teachers to explain a lesson or

demonstrate a technique to small groups of students at a time.

Individualizing instruction allows each student to progress through the curriculum at his or her own pace.

Long term retention as they note down what they usually understand.

Importance is given to a child as a individual not as group, class and so on.

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Learning Contracts Learning Contracts are written agreements

between students and teachers that grant the student certain freedoms and choices about completing tasks yet require the student to meet certain specifications.

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Purposes of Learning Contracts Challenge the abilities of all students Provide alternative activities that address

the differing abilities, interests, or learning styles of students

Help students learn to make decisions about their learning

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Purposes of Learning Contracts Help students learn to manage their time May involve the student in curriculum

planning Can be used to support all learners Help the teacher differentiate and manage

group work, individual projects or investigations, learning centers, or curriculum compacting

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Components of Learning Contracts 1. Outcome(s) - specify what is to be

accomplished, the conditions under which learning will be demonstrated, and the level of proficiency required to meet the outcome.

2. Resources - including print, media, and human

3. Learning Alternatives - include reading, writing, viewing, creating, interviewing, and other activities the student experiences to accomplish the outcome.

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Components of Learning Contracts 4. Reporting Alternatives and Assessment -

should provide evidence as to whether the outcomes have been accomplished and include a self-assessment.

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Advantages of Learning Contracts Can be written for any curriculum area Provide rigorous and challenging learning

activities Can be used to target specific learning

activities for individuals or groups

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Advantages of Learning Contracts Promote flexible grouping in the classroom Accommodate students’ needs by blending skill-based and content-based learning Promote creative and critical thinking for students Develop students’ time-management, planning, and decision–making skills

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Advantages of Learning Contracts Allow students to work at an appropriate

pace Recognize students’ prior knowledge Eliminate boredom by minimizing repetition

for students Increase students’ independence,

motivation and class participation

organization for instruction

Education