Module 2 – Instructional Planning for the

Mother Tongue
Unit of Lesson:

Components of Instructional Planning

Instructional Planning Cycle
Instructional Planning Models for Mother Tongue Instruction
Developing Instructional Plans for Mother Tongue Instruction

LESSON 4: DEVELOPING INSTRUCTIONAL PLANS FOR

MOTHER TONGUE INSTRUCTION
INTRODUCTION:

Components of Instructional Planning: The teachers’ attitudes, beliefs, orientations and teachers’
social background The pupils’/students’ age, background, knowledge, motivational level of interest The type
of content that influences the planning process, textbook and other instructional materials. Instructional
planning is not just about planning in-class lessons; it includes the architecture of your entire course – the
instruction and practice you need to provide, the work students need to do in and out of class, and the
blueprint for how it all fits together.

ANALYSIS:

Acquire knowledge engaging learning to make sure to transfer skills to real-world student-centered
Articulate Learning Outcomes Articulate Learning Outcomes narrows focus to engage students in the what
and why of the lesson Activate Prior Knowledge Activate Prior Knowledge why we pre-assess and
differentiate; invite students into being curious about and Provide On-going Feedback Provide On-going
Feedback should be timely and ongoing and used to make corrections that will accelerate learning.

APPLICATION:

Articulate Learning Outcomes narrows focus to engage students in the what and why of the lesson
Activate Prior Knowledge Activate Prior Knowledge why we pre-assess and differentiate; invite students
into being curious about and Provide On-going Feedback Provide On-going Feedback should be timely and
ongoing and used to make corrections that will accelerate learning Provide Practice Provide Practice need
multiple opportunities to practice new knowledge and teachers need to provide scaffolds where students can
deeper analyze and synthesize information . Extend and Apply more than one right way to answer questions
transfer of skills to new learning. Using reflective practices enables teachers to connect what is happening in
the classroom to research, while incorporating their own emotions, reactions, and responses. Let's examine
some ways that teachers use reflection as a professional development tool. An error occurred trying to load
this video.

Six Components of Effective Instructional Planning

 Acquire knowledge
engaging learning to make sure to transfer skills to real-world student-centered.

 Articulate Learning Outcomes

narrows focus to engage students in the what and why of the lesson.

 Activate Prior Knowledge

 why we pre-assess and differentiate; invite students into being curious about and

 Provide On-going Feedback

should be timely and ongoing used to make corrections that will accelerate learning.

 Practice
need multiple opportunities to practice new knowledge and teachers need to provide scaffolds where
students can deeper analyze and synthesize information.

 Extend and Apply

more than one right way to answer questions transfer of skills to new learning.

Components of instructional planning?

Components of Instructional Planning: The teachers’ attitudes, beliefs, orientations and teachers’
social background The pupils’/students’ age, background, knowledge, motivational level of interest The
type of content that influences the planning process, textbook and other instructional materials.

ABSTRACT:
Acquire knowledge engaging learning to make sure to transfer skills to real-world student-centered
Articulate Learning Outcomes narrow the focus to engage students in the what and why of the lesson Activate
Prior Knowledge why we pre-assess and differentiate; invite students into being curious about and Provide On-
going Feedback going and used to make corrections that will accelerate learning Provide Practice need multiple
opportunities to practice new knowledge and teachers need to provide scaffolds where students can deeper
analyze and synthesize information Extend and Apply Extend and Apply more than one right way to answer
questions transfer of skills to new learning.

REFLECTION:
In order to support your professional growth and development, reflection is an essential process. You
should consider the experience and assess the lesson's efficacy at the conclusion of each lesson. The
reflection and the analysis are the two components that make up this step of the process. Studying planning
circumstances and one another is the goal of planning reflection. An academic component of spatial
planning education is a reflection on practices, which is based on a variety of theories, most of which are
drawn from fields unrelated to planning student possible to reflect on how space is organized, the planning
process, as well as planners and their actions.

ACTIVITY:

Describe planning?

LESSON 2: INSTRUCTIONAL PLANNING CYCLE

 Instructional planning includes not only planning what students will learn, but how they will learn it.
Planning should include both short-term goals and long-term goals, and for students with exceptionalities,
should address the goals on their Individualized Education Program (IEP). It is critical that teachers
determine beforehand what they expect students to have learned by the end of a lesson. An inexperienced
teacher might begin this process by first creating lesson plans and developing activities. This kind of
instruction, however, is likely to be ineffective and lack focus because the teacher has not first decided how
to assess whether students have mastered a set of intended learning outcomes. By contrast, an experienced
teacher will have a clear picture in his or her mind of the students’ intended learning outcomes, and will
design appropriate and effective instructional activities to guide students toward mastery of those outcomes.

ANALYSIS:
At this stage of the instructional cycle, the teacher has a clear idea of what students need to know,
understand, and be able to do to meet the standards-based curriculum. It is important for teachers to keep in
mind how they will assess the intended learning outcomes. This phase of the planning cycle involves
educators putting their plans in action in ways that would meet children’s learning outcomes according to
approved learning frameworks. The implementation would address children’s learning routines, transitions,
interactions, indoor and outdoor environments, group projects and investigations.

APPLICATION:

At the outset, educators need to engage with the planning cycle to meet regulatory requirements.
Quality Area 1 and Standard 1.2 of the NQS clearly lays out that educators need to be active and reflective
in designing and delivering the program for each child and the way to do this is to engage with the planning
cycle. The planning cycle thus helps educators to:

 assess their learning and progress

 engage with the principles, practices and outcomes of approved learning frameworks

 set goals for individual and group learning

 involving families in decision making

 use collaboration with colleagues to affirm and challenge practices

 plan for further learning that supports children as capable, competent people with agency and the
ability to make choices and decisions

Five stages of the Planning Cycle

1. Observation

The phase of the planning cycle is about observing each child and collecting information on their
current knowledge, strengths, skills, abilities, interests as well as culture and background. In order to gather
this information, educators and careers use different formats of documentation like:

 Bulletin board displays that show a process like an idea web

  Wall displays showing children artworks

 Photos or photographic sequences of children engaged in learning with their own captions or by the
teacher

 Observation notes were written by teachers

 Scrapbooks a floor bookshops

 Individual portfolios showing progress in specific domains across a time period

For example, if an educator observes a child developing a particular interest in playing with sand,
they can document the observation as an entry in a learning journal. Such an observation will note what the
child has been playing with, how they are manipulating the tools, materials and extending the play into other
elements and contexts. The observation is then shared with families and their inputs are sought. The
educator might get to know that a relative has recently returned from a holiday to Egypt or that a parent
gifted the child with a book on ancient Pyramids. 

Documentation should thus be rich and meaningful; it should reflect the individual child’s needs but
also reflect them holistically; it should incorporate the points of view of all key stakeholders including those
of children, educators, peers, families and other professionals. Above all, the educator or carer should have a
very clear idea about why they are documenting and how this particular documentation will add value to
outcomes for children.

2. Analyzing

The next phase requires the educational analyze the information gathered previously and draw
insights, inferences and possibilities related to the child’s learning. The educator not only needs to reflect on
what the child is learning about bout also how and why, in what ways such learning is linked to approved
learning frameworks and also how their own documentation shows evidence of such learning. So related to
the above example, the educator might ask analyzing questions like:

 What does this information tell us about the child‘s sense of belonging, connectedness and
wellbeing?

 How can we build on the knowledge and understandings that the child has developed?

 How can this best be documented?

3. Planning

Once the educational analyze the observations gathered through documentation, the next step is to
plan experiences, interactions and environments that build on children’s interests, abilities and identities
based on the requisite learning outcomes outlined in approved learning frameworks. While planning the
educator might need to reflect on their own intentions for furthering the learning and development of the
child. Planning will also involve choosing appropriate learning strategies, resources and time besides setting
up the necessary learning environment.  Additionally, the planning process has to be made visible through
relevant documentation. Planning is usually carried out by goal setting and deciding teaching strategies to
meet those goals. Is the planning visible? So, to continue with the above example, the educator can plan to
facilitate continuity of learning from the child’s home environment and build on foundations of prior
learning through responsiveness to strengths, skills and knowledge.
 4. Implementing

This phase of the planning cycle involves educators putting their plans in action in ways that would meet
children’s learning outcomes according to approved learning frameworks. The implementation would
address children’s learning routines, transitions, interactions, indoor and outdoor environments, group
projects and investigations. Some questions that educators can ask to reflect on implementation strategies
are:

 How can I use all aspects of the day while designing learning opportunities?

 How does my implementation demonstrate play-based learning

 How does it allow children to use their choice and agency

 In what ways is the implementation of my learning plans visible?

In the above example, the educator might use strategies like intentional teaching-scaffolding, open-
questioning, engaging in shared thinking and problem-solving to extend the child’s thinking and learning.

5. Evaluating

The final stage of the planning cycle is about reflecting on the effectiveness and relevance of all the
observation, analysis, planning and implementation that has been happening till now. So in the example, the
evaluation will involve the educator recognizing that sensory tasks like playing with sand provide children
with time and space to engage in individual pursuits and develop their creative skills. The educator may take
up the question - What role do the senses play in development – for further action research or extend the
child’s interest in books to literacy learning.

ABSTRACT:
A Learning Cycle lesson can be used for any content area in which the goal is to create a
motivational learning context in which students are actively engaged in exploring, discussing, and
synthesizing information. The Learning Cycle approach to instructional planning capitalizes on what is
known about how people learn and is designed to cause lasting changes in a student’s conceptual
understanding. The model used here was adapted from the 5E Learning Cycle popularized by the Biological
Sciences Curriculum Study. Although this Learning Cycle framework is geared toward building individual
lessons, the Learning Cycle approach is more commonly applied when designing instructional units that
consist of multiple lessons.

Each step in a learning cycle serves a different purpose and incorporates specially structured
activities. What makes this type of lesson format particularly effective is its emphasis on active engagement
of the learner and that it requires students to explore their prior understanding as they encounter new
material. Finally, the 5 E Model provides opportunities that challenge students to apply these new
understanding in novel, but related situations. Learning Cycles cast teachers in the role of curriculum
developers. During the lesson’s actual implementation, teacher responsibilities vary according to what
happens during each stage of the Learning Cycle. Sometimes the situation calls for direct instruction. In
cases where activities are more student-centered, the teacher plays a less prominent, background role.

ACTIVITY:

A. ENUMERATE THE FIVE STAGES OF THE PLANNING CYCLE

LESSON 3: INSTRUCTIONAL PLANNING MODELS FOR
MOTHER TONGUE INSTRUCTIONS

INTRODUCTION:

Mother tongue instruction generally refers to the use of the learners’ mother
tongue as the medium of instruction. Additionally, it can refer to the mother
tongue as a subject of instruction. It is considered to be an important component
of quality education, particularly in the early years. Instructional planning is not
just about planning in-class lessons; it includes the architecture of your entire
course – the instruction and practice you need to provide, the work students need
to do in and out of class, and the blueprint for how it all fits together.
Instructional Planning Models Allen 4-Step. This model was designed by Allen
(1919) during his work as a vocational educator and consists of the following
steps: (a) preparation, (b) presentation (delivery), (c) application, and (d)
evaluation.

ANALYSIS:

Many people think of teaching as a science, while others believe it is an art.

While there are differences in the way different people look at this profession,
most educators will agree that it is a little bit of both. It is a science in that
teachers need to understand how learning happens in the brain, including
strategies to support the development of neural patterns. However, teaching is
also an artistic enterprise where a teacher's artistry connects with students in a
unique way that fosters deep learning. Therefore, it is important to choose an
instructional model that uses research-based methodologies and creative
pedagogies. "Instructional model" is a term that describes the structure of
teaching strategies, methods, and activities that address specific instructional
goals and objectives. This is one of the most important elements of the teaching
and learning process that provides direction for the achievement of educational
goals. There are several different types of instructional models. Each type has an
approach that is used for specific learning contexts.
APPLICATION:

Instructional design refers to the process used to create instructional material. It

is used to identify gaps in knowledge, skills, and attitudes of students or
employees, analyzing learning needs and developing learning material to close
them. Instructional design helps give meaningful and effective instructions to
learners in a way that will make learning easier for them.There is no universal
formula that addresses the learning needs of all students in the classroom. Each
classroom is unique and presents strengths and challenges different from each
other classroom. The choice of instructional model depends on the availability of
resources, instructional goal, cognitive level, and developmental age of the
students. Once these are identified, the appropriate pedagogical tools that come
along with the instructional model are implemented. Instructional design models
are used to explain the process used to design and develop instructions. There are
several models that can be used in different settings; the following are some of
the most popular ones. ADDIE is a five-stage process that provides guidelines to
create effective training material.

ADDIE is an acronym that stands for the five key stages of the instructional
design process: It is arguably the most important and influential instructional
design model.

• Analysis

• Design,

• Development,

• Implementation

• Evaluation.

Instructional Design Process

Here are the steps you need to follow when designing instructional learning
material for your students or employees.

Step 1:

Conduct a needs analysis to identify the needs of your target audience as well as
training and business needs.

Step 2:

Based on the analysis done on the learners, create a learner’s profile that includes
information on their roles, responsibilities, skills, educational and professional
experiences, technical knowledge, etc.

You should also assess their competency in the topic the training will be based
on and the training methods/ they prefer.

Step 3:

Identify the learning objectives. These should be based on the outcomes you
expect to achieve at the end of the program.

Step 4:

Course designing in itself is a process. Once you select the topics for the course
or the training program, decide on the instructional approach for it (i.e. video or
game-based approach).

Step 5:

Organize the content and identify a flow using storyboards. You can use it to
plan content, images, icons, etc. that should be placed on different pages.

Step 6:

You can create a prototype of your online course, training program before you
start developing it. This will allow you to test it for its effectiveness.

Step 7:
Once you have developed and launched the program, monitor and assess it to
understand whether it is effective in accomplishing the learning objectives and
fulfilling the requirements of the learners as well as that of the organization.

What are the Models of Instructional Design?

Instructional design models are used to explain the process used to design and
develop instructions. There are several models that can be used in different
settings; the following are some of the most popular ones.

• ADDIE Model

• Merrill’s Principles of Instruction

• Gagne’s Nine Events of Instructions

• Bloom’s Taxonomy

• Dick and Carey Model

• Kemp Design Model

• Action Mapping by Cathy Moore

Lesson 4: Constructivist Theory in Teaching MTB-MLE
 Constructivism is a theory of learning in which the learners are provided the opportunity to construct
their own sense about  what is being learned  by building the connection through experiencing things and
reflecting on those experiences. This theory is the response to the behaviorism theory that tends to focus in
teachers centered while constructivism stresses in students’ centered. In constructivism theory, the students
are active in the classroom. The role of teacher is as the facilitator. The way the teacher guides the students
can be conducted through questioning. By giving question, it can create the students to conduct the meaning
of thing by them.

There are two types of constructivism. They are cognitive constructivism and social cultural
constructivism. Cognitive constructivism was developed by Piaget. He conceptualizes learning as the result
of constructing based on individual’s experience and prior knowledge. While social cultural constructivism
was developed by Vygotsky. He assumed that constructing understanding through interaction with others in
the social environment in which knowledge is to be applied. Although there is different assumption between
them, but there is similarity that is both create the learners to construct the meaning of thing by their own
sense by building the connection through experiencing.

The implementation of constructivism theory can be conducted in several learning such as discovery
learning, case based learning, inquiry based learning, problem based learning, and project based learning.
Discovery learning is an instructional method in which the students are free to work in learning environment
with little or no guidance from the teacher. Inquiry based learning as the other of application of
constructivism theory. It emphasizes to the role of the students as scientist or researcher who masters certain
science.

    Overall, I can infer that constructivism theory is a good theory to create active students by building the
connection between what is being learned and reflecting it through experience. The students will be
enjoyable in teaching learning process. Moreover, constructivism promotes social and communication skills
by creating a classroom environment that emphasizes collaboration and exchange of ideas.
 Lesson 5: Pedagogical Competencies in Teaching
Tongue

Regarding the professional standards for mother tongue teachers, there is no consensus about the
base structure. Yet, efforts seeking to define what mother-tongue teachers should know have been
undertaken in a single research project realized by Delnoy, Herrlitz, Kroon, and Sturm (1988), which aims to
elaborate the portraits in mother tongue education. One may notice that at the beginning of the effort of
developing professional standards for mother-tongue teachers, there existed no such explicitly stated
standards. By defining the range of situations in which standards are to be employed – as a pre-requisite of
formulating standards (Oser & Renold, 2006, p. 29) -, listing the sub-actions whose combination determines
the profile, and a more accurate definition of the standard which aims at pre-shaping the behavioral /
performance possibilities, we can more accurately anticipate how teachers might behave in a real classroom
environment. The profile for mother-tongue teachers, suggested in this study, turns to advantage and
elaborates upon the models previously presented and, more particularly, the annotations for other languages
developed by de Kelly et al. (2004) and the AFMLTA Standards (2005). A holistic overview upon
categories of professional standards is an attempt to unite all these perspectives on two dimensions: on the
one hand, the categories of professional standards for mother-tongue teachers and, on the other hand, the
three levels (Knowledge and Understanding, Strategies and Skills, and Values). The main categories of
which behaviors are expected of a mother-tongue teacher from a pedagogical perspective will be organized
in a model of the didactic professions with a structured and operational nature. The model shall integrate the
basic knowledge, strategies and skills, and values that a mother-tongue teacher should have.

Traditionally, teacher education has been divided into theory and practice. Language education
should be seen as multidisciplinary and interdisciplinary with a complex range of theories behind different
teaching approaches. Nicholas, Moore, Clyne, and Pauwels (1993) have identified a key issue in the pre-
service education of languages teachers; namely, the tension between language as an area of specialist
understanding and language teaching that is required to be integrated into the general teaching of the new
curriculum. Kelly, Grenfell, Allan, Kriza, and McEvoy (2004) consider that closer cooperation between first
language departments and teacher education units is crucial in order to achieve the integration of academic
subjects and practical experience. Therefore, as Kleinhenz, Wilkinson, Gearon, Fernandes, and Ingvarson
(2007, p. 72) argue, “language expertise and educational expertise need to be brought together.” The
premises for elaborating the pedagogic standards for the initial training of mother-tongue teachers may be
created only on the basis of interaction and interdisciplinary connections.

The concern of researchers and practitioners with creating a system of professional standards in the
field of training language teachers is motivated by the need to provide future teachers with both the
opportunity to access the highest possible quality of initial training in professional institutions and also with
the possibility of attending continuous training programs that meet the requirements of current demands.
Defining professional standards supports the language teacher in knowing exactly what is expected of
him/her. Freeman and Johnson (1998, p. 106) argue for a reconceptualization of the current knowledge base
present in teacher education which focuses on three “domains:” ( Therefore, professional standards
constitute the reference point guiding training activities for language teachers, which will be elaborated in
close connection with the new approach to learning citing themost recent developments in linguistics,
language education, and education science. As Liddicoat et al. (2005 p. 24) note, “professional standards for
accomplished language teachers have not been widely developed, although many governments have
minimum standards for registration of teachers, including language teachers.” Therefore, there is a demand
for elaborating theoretical models in this field, as well as updated research aimed at defining the standards
for the training of future mother-tongue teachers, in agreement with existing educational policies.
Lesson 5.1: Understanding the Local Culture
Learning how to communicate with the locals
Do you speak the local language of your future “new home”? If not, it’s time to start, even if it’s just
the essential vocabulary. It will not only help you to settle in more quickly and socialize with the locals –
depending, of course, of the language level that you have-, but also to understand the local culture better. A
language is not only a communication tool but also a way of conveying many cultural messages.

Talking about communication, don’t forget also to learn the non-verbal communication practices of your
destination. Observe the body language: Do locals use lots of eye contact or tend to look away? Are they
really animated when they speak or completely formal?

Discovering the local traditions

You might have many pre-conceived ideas and stereotypes about your new country – which it isn’t
surprising in the media-mediated world we live in.  Stereotypes tend to simply reality, that’s why we
encourage you to be open-minded and willing to understand other points of view.

It also helps to research the country’s heritage and attend festivals, religious events and key public holidays.
Try to join some local groups, clubs, and societies where you can participate in local activities.

Fitting in
In other parts of the world, the dress-code and what’s deemed as the ‘norm’ can differ quite
dramatically. Aim to be respectful of the differences and especially when participating in social activities or
work. In many cultures, there are traditional ways of dressing for festivals, e.g. carnival and other cultural
events. Wearing traditional dress can be a fun opportunity for expats to cross cultural barriers and become
comfortable in their new home.

Trying the local culinary delicatessen

National cuisine is generally tied closely to a country’s identity and for expats, this can be a great
learning curve. Just experiment with trying new foods in social settings, eat out at restaurants, birthday
dinners, and ceremonies. Not only will you learn about the flavors and tastes, you will also be able to
observe the serving style and table etiquette. As soon as you feel confident enough, you may want to hold a
dinner party and serve local food. Being a host is always a good opportunity to put everything you’ve
learned in to practice.

Lesson 5.2: Knowing the Mother Tongue

 Mother tongue can often be referred to as your first language or native language. It is the language
that you most commonly speak. However, mother tongue is always referencing the language that the child
has used from birth and in important and impacting times in the child’s life. For example, there are instances
where a child is brought up until school age using a particular language at home spoken by their mother,
father or other family members, but due to living in another country begins to adopt the language spoken in
their interactions in groups or school. But if the child comes back home continually to another language, this
is impact can be lessened.

Mother tongue for a child involves more than just language and includes the child’s personal, social
and cultural identity. The choice of words and expression carry different meaning across cultures and where
in one language asking direct questions is considered intrusive, in another it is inquisitive. This means that
the language chosen when speaking is thought about before it is delivered.

What is mother tongue in education?

Mother tongue in education refers to when a school or educational institution integrates the language
a child is most familiar with (their mother tongue) into the classroom lesson along with the school’s lesson
(such as English). This is normally the language that the child speaks at home with their family. Some
children (particularly those that grow up in a mixed race parent household or those living abroad) already
know two or more languages by the time they reach school age, which in education terms means that their
mother tongue is the language most spoke at home.

If this is two languages, then the child is lucky enough to have two mother tongue languages since
their ability in both languages is equal. However, this is very rare as most commonly in households, one of
the languages is predominantly used over another. Research shows that children learn better when taught in
their mother tongue, however it is not always possible.

The importance of mother tongue

The importance of mother tongue is studied because when children develop their mother tongue,
they are simultaneously fostering a whole host of other essential skills, such as critical thinking and literacy
skills. It is these skills that they take with them into formal education, and research tells us that any skills
and concepts gained in the learner’s home language don’t have to be re-taught when they transfer to a
second language. For example, if a child has developed the ability to guess the meaning of a word through
its context, or to infer meaning by reading between the lines, these skills are easily transferred when they
begin studying in a second language. It is much harder, however, to teach these abstract skills directly
through a second language.

Role of mother tongue in child development

It’s also well known that a strong mother tongue foundation equips children with the skills they need
to learn additional languages, allowing them to transfer their understanding of the structure of language to
several new languages. The intuitive understanding of grammar that develops when children learn their first
language can easily be passed on to other languages.

With multilingualism becoming an increasingly sought-after attribute within the workplace, this
advantage cannot be overstated; globalisation and increased co-operation between nations mean that, in
many organisations, it has become a requirement to have language skills in addition to being a specialist
within a particular field.

Language and mother tongue also play a huge role in the development of personal, social and
cultural identity. Children with a strong foundation in their first language often display a deeper
understanding of themselves and their place within society, along with an increased sense of wellbeing and
confidence. Naturally, this flows down into every aspect of their lives, including their academic
achievement.

ACTIVITIES:

A. MULTIPLE CHOICE.

1. Mother tongue helps us stay connected to our __________ and our roots.

a. foreign language
b. education
c. political will
d. culture

2. MLE aims to produce learners to read and write competently in the local language, the national
language, and one or more languages of wider communication such as English. Thus, MLE aims the learners
to be __________.

a. multi-literate
b. multilingual
c. multi-cultural

3. MLE aims to produce learners to live and work harmoniously with people of cultural backgrounds
that are different from their own, they are comfortable living and working with people from outside their
community while maintaining their love and respect for their home culture and community. Thus, MLE
aims the learners to be __________.

a. multi-literate
b. multilingual
c. multi-cultural

4. MLE aims to produce learners to use languages in various situations and interactions for learning
in school. Thus MLE aims the learners to be __________.

a. multi-literate
b. multilingual
c. multi-cultural
 Fill in the blank.

5. MTB-MLE is an acronym that stands for __________.

Reflection:
References :

https://ie-today.co.uk/comment/the-importance-of-mother-tongue-in-education/

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in-mtb-mle-in-the-