PRINCIPLE OF

PLANNING
DETERMINING OBJECTIVES
 Objectives are statements that describe the end-points or desired
outcomes of the curriculum, a unit, a lesson plan, or learning
activity.
 They specify and describe curriculum outcomes in more specific
terms than goals or aims do.
 Objectives are also the instructions or directions about what
educators want the students to be able to do as a result of
instruction.
 Considered essential to goal setting and planning curricula,
objectives aid students, teachers, and parents by specifying the
direction of the curriculum and goals.
 Typically written by school districts, schools, and individuals,
objectives also help ensure that educational processes are aligned
and that instructional activities are directed toward the defined
outcomes or learning.
 Objectives are related to goals in that they are specific methods
through which students can demonstrate their understanding or
application of goals.
 Create objectives that are observable and measurable .
 Construct objectives using behavioral terms. Consider
the different behaviors that are closely related to your
goal. Generally, behavioral objectives can be divided into
the following categories:
 Cognitive (head)
 Affective (heart)
 Physical (hand)
 Create objectives with variable time expectations.
 Some objectives should be longer-term, with students needing to work
towards mastery over a year or semester.
 Other objectives, on the other hand, should be completed over a shorter
period such as one week or unit.
 For example, a long-term objective could be an effective one, like
“students will learn to be compassionate to others,” taught over an
entire year.
 On the other hand, a short-term objective could be “students will
demonstrate understanding of basic biology terms” learned over the
unit covered.
 Be concise and understandable to teachers, learners and parents;.
 Be feasible for the teachers and learners to accomplish.
 Encompass previous learning and require the learner to integrate
and then apply certain knowledge, skills, and attitudes in order to
demonstrate achievement; and be measurable on a cumulative basis
and at different stages of the learner’s educational career.
UNDERSTANDING THE LEARNER

 Understanding your learners means considering all the different

things that affect their motivation and ability to learn successfully,
and then adapting lesson plans, materials, the methodology and the
learning environment to suit both individual needs and the general
characteristics of a class.
 Some of the factors to consider are age, culture, home language,
level, strengths and weaknesses, personality, confidence, interests,
motivation, learning preferences, previous learning experience and
ability to work independently.
 When you take steps to understand your class, e.g. through
observation, discussion and informal chats, you are able to plan
lessons that are more effective by building on the experience,
knowledge and interests that the learners bring to the classroom.
 You are better able to meet your learners’ emotional needs, and by
recognizing and using learners’ interests and talents you help them to
develop a positive attitude towards your subject.
 Conducting needs analyses and applying the results
 When you do a needs analysis, you find out information about the
learners, their preferred ways of learning, and their strengths and
weaknesses.
 To apply the results, you first analyse the information to identify the
most important needs, the common interests and preferred ways of
learning.
 With this information, you are able to select more appropriate, relevant
and engaging materials, activities and approaches, making the learning
experience more motivational and efficient.
SELECTING MATERIAL FOR
INSTRUCTION
 The instructional materials used in classes provide the basis for
what students can learn and what teachers should teach.
 The process used to select those materials is critical to providing
students and teachers with a solid foundation for achievement and
successful teaching.
 This guide is designed to help school personnel review and select
instructional materials.
 Specifically, this guide will be most useful to anyone appointed to
facilitate the process — for example, a district or state science
program administrator, a department head, or a school principal.
The facilitator will work with both the review and selection teams
and eventually will seek approval from a school board, advisory
board, or principal.
 A curriculum framework is in place that is based on standards and
describes a scope and sequence for student learning. It also is
assumed that the selection process involves decisions about which
instructional materials are most likely to help students achieve the
learning goals given in the framework.
CURRICULUM IMPLEMENTATION

 Curriculum implementation entails putting into practice the officially

prescribed courses of study, syllabuses and subjects.
 The process involves helping the learner acquire knowledge or
experience. It is important to note that curriculum implementation cannot
take place without the learner.
 The learner is therefore the central figure in the curriculum
implementation process.
 Implementation takes place as the learner acquires the planned or
intended experiences, knowledge, skills, ideas and attitudes that are aimed
at enabling the same learner to function effectively in a society (University
of Zimbabwe, 1995: 8).
 curriculum implementation also refers to the stage when the curriculum
itself, as an educational programme, is put into effect.
 Putting the curriculum into operation requires an implementing agent.
Stenhouse (1979: 4) identifies the teacher as the agent in the curriculum
implementation process.
 She argues that implementation is the manner in which the teacher selects
and mixes the various aspects of knowledge contained in a curriculum
document or syllabus.
 Implementation takes place when the constructed syllabus, the teacher’s
personality, the teaching materials and the teaching environment interact
with the learner.
 Curriculum implementation therefore refers to how the planned or
officially designed course of study is translated by the teacher into
syllabuses, schemes of work and lessons to be delivered to students.
SELECTING METHODS OF TEACHING
 Teaching method refers to the way information is transmitted to the learner.
Methods describe conceptually the instructional process, that is, not only how
information gets from teacher to learner but also how the learner:
 Uses it;
 Interacts with it;
 Receives guidance;
 Is given feedback;
 Whether we are experienced teachers or not, there is probably agreement that
using the right method is important, because teaching forms a significant part of
our daily work, and the quality of student learning is dependent on the
effectiveness of the approach used.
 Few will disagree with the importance of using the right method in
teaching. Because there is no simple and instant way of selecting a
teaching method, we must consider several factors.
 In this section we shall first discuss the purpose or objective of
learning and the level required, followed by group size, local
constraints such as time available and facilities, the degree of
autonomy of the learners, and finally, any preferences or dislikes of
the lecturer.
 In dealing with purpose, we need an appreciation of formulating
objectives in order to determine the level of learning required.
EVALUATION

 Curriculum evaluation is an essential phase of curriculum development.

Through evaluation a faculty discovers whether a curriculum is fulfilling
its purpose and whether students are actually learning.
 According to Gatawa (1990: 50), the term curriculum evaluation has three
major meanings:
• The process of describing and judging an educational programme or
subject.
• The process of comparing a student’s performance with behaviorally
stated objectives.
• The process of defining, obtaining and using relevant information
for decision-making purposes.
 The process of describing and judging an educational programme or
subject. which involves the collection of descriptive and judgmental
information for the purpose of establishing whether an educational
programme or project is doing what it is expected to do. The evaluator
pronounces judgement at the end of the exercise.
 The process of comparing a student’s performance with behaviorally
stated objectives. which involves comparing the performance of one or
more students with set standards. Such an evaluation determines the extent
to which the objectives of a learning activity are being realized. This is the
kind of evaluation teachers conduct on a daily basis.
 The process of defining, obtaining and using relevant information for
decision-making purposes. Which is concerned with the identification of
deficiencies in an educational programme or syllabus for the purpose of
effecting revision and improvement.
FOLLOW - UP

 With the design developed, the evaluation team can move

expeditiously to implement the design and report the results.
 Two matters should be stressed here: First, the implementation
process should be flexible. If new issues develop or if additional
data sources become apparent, they should be built into a revised
design and incorporated into the implementation process.
 Second, the results should be reported in ways that will
accommodate the special needs of the several audiences. Thus,
several reports might be envisioned: a summary written in plain
language for the public, an action plan presented to the board and
school administrators, and a detailed technical report for the broader
educational community.
 A key to the success of any curricular program in the future is the
ability of school leaders to develop awareness and understanding
through the follow- up of the curriculum.
 Throughout the entire evaluation process, the focus for
administrators should be on combining appropriate strategies with
measurable results indicating positive correlations with teaching and
learning