Planning instruction for mother tongue education requires considering factors that influence student learning and utilizing instructional models. Effective planning involves unpacking standards to clearly articulate learning expectations and designing a balanced teaching method with two tracks - one focused on meaning and the other on accuracy. This balanced approach develops students' listening, speaking, reading, and writing skills through activities emphasizing both communication and correctness. Proper instructional planning unpacks standards, determines competencies, identifies topics, selects assessments, and plans learning experiences and materials.
Planning instruction for mother tongue education requires considering factors that influence student learning and utilizing instructional models. Effective planning involves unpacking standards to clearly articulate learning expectations and designing a balanced teaching method with two tracks - one focused on meaning and the other on accuracy. This balanced approach develops students' listening, speaking, reading, and writing skills through activities emphasizing both communication and correctness. Proper instructional planning unpacks standards, determines competencies, identifies topics, selects assessments, and plans learning experiences and materials.
Planning instruction for mother tongue education requires considering factors that influence student learning and utilizing instructional models. Effective planning involves unpacking standards to clearly articulate learning expectations and designing a balanced teaching method with two tracks - one focused on meaning and the other on accuracy. This balanced approach develops students' listening, speaking, reading, and writing skills through activities emphasizing both communication and correctness. Proper instructional planning unpacks standards, determines competencies, identifies topics, selects assessments, and plans learning experiences and materials.
Planning instruction for mother tongue education requires considering factors that influence student learning and utilizing instructional models. Effective planning involves unpacking standards to clearly articulate learning expectations and designing a balanced teaching method with two tracks - one focused on meaning and the other on accuracy. This balanced approach develops students' listening, speaking, reading, and writing skills through activities emphasizing both communication and correctness. Proper instructional planning unpacks standards, determines competencies, identifies topics, selects assessments, and plans learning experiences and materials.
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INSTRUCTIONAL PLANNING FOR
THE MOTHER TONGUE
EDUC 229 Planning instruction is a complex process requiring knowledge of planning components such as what to teach, how to teach, and how well the students should know the content after the lesson. Planning involves consideration of any influences (physical, emotional, psychological, social, and technological) that may affect student learning. Robert Gagne, a renowned educational psychologist, developed Nine Events of instruction which has guided trainers and educators in designing instruction for trainings and classroom-based teaching. Gaining attention Informing learners of the objective Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer The nine events of instruction can be divided into three segments
Instruction Assessment Preparation and and Practice Transfer
• Gaining attention • Assessing
• Presenting the • Informing learners performance stimulus of the objective • Enhancing retention • Providing learning • Stimulating recall and transfer guidance of prior learning • Eliciting performance • Providing feedback Instructional planning is a decision-making activity. What we decide on and prioritize today affect our instruction the day after. The ADDIE instructional design process
Analysis
Evaluation Design
Implementation Development The ADDIE Model is an iterative (the repetition of a process in order to generate a sequence of outcomes) instructional design process, where the results of the formative evaluation of each phase may lead the instructional designer back to any previous phase. The end product of one phase is the starting product of the next phase. Instructional Planning Models for the Mother Tongue Instruction Observe the following instructional model below...
Instructional Model 1 Planning Mother Tongue-Based Education Programs in Minority Language Communities (Malone, 2010)
1. Establish the learning outcomes for each subject in the program.
2. Establish the indicators for each subject in the program. 3. Develop instructional plan 4. Develop assessment tools (portfolio, teacjer-administered oral reading tests, final exams, and learner self-assessment). Instructional Model 2 Forward Design Language Teaching ( Richards, 2001)
1. Choose a topic for a lesson
2. Select resource 3. Choose instructional methods based on the resource and the topic. 4. Choose questions/test type to assess students understanding of the material. Instructional Model 3 Backward Design Language Teaching (Wiggins and McTighe)
1. Identify desired results. (What will the students be able to do by the end of the lesson, module, unit or course?) 2. Determine assessment evidence. (How will students demonstrate what they have learned?) 3. Plan learning experiences and instruction, (What types of activities, materials and resources will lead students to the desired results?) Instructional Model 4 Task-based Language Teaching (Richards 2001)
1. Identify target tasks through needs analysis
2. Design classroom tasks. 3. Apply TBLT (Task-based Language Teaching) methodology. 4. Identify language and other demands of the tasks. 5. Follow up language work. Malone (2010) indicates that in order for learners to become successful learners, they must be able to: • Listen and read with understanding; • Speak and write to communicate thoughts, ideas, needs, and experiences; • Read letters, words, and sentences correctly;and • Speak and write correctly. A “balanced teaching method” that enables learners to develop all four skills can be divided into two “tracks”. One track emphasizes accuracy or correctedness and focuses on the parts of the language. The other track emphasizes meaning and communication and focuses on whole texts. Emphasis: meaning and Emphasis: accuracy and communicatio correctness
Listening Listen in order to understand, think Recognize and distinguish
critically, and respond creatively. sounds, recognize parts of words, and follow directions.
Speaking Speak with understanding in order Use language correctly
to communicate thoughts, ideas, (pronunciation and grammar). needs, and experiences.
Reading Read for meaning and Decode words by recognizing their
understanding. parts (letters, syllables, tone marks, etc).
Writing Write creatively in oder to From letters properly and neatly,
communicate thoughts, ideas, spell words accurately, and use needs, and experiences. grammar correctly. Developing Instructional Plans for the Mother Tongue Apparently, the curriculum guide serves as teachers' blueprint for planning and designing the curriculum. It should not be taught as is. It contains standards which are broad guidelines for student achievement. It will be your job to interpret these standards using unpacking strategies.
Unpacking means extracting the component knowledge and skills required
by a standard in order to understand the learning expectations and can clearly articulate those expectations to students and parents. Unpacking serves three purposes: (a) to establish focus of standards and competencies, (b) to link standards, competencies, and teaching, and (c) to contextualize teaching Examine the figure below on unpacking standards and competencies in the curriculum guide Analyze the standards
