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Instructional Procedures for Effective Teaching

This document discusses instructional procedures for building and enhancing new literacies across the curriculum. It defines an instructional program as a replicable activity designed to achieve an instructional goal and cause a change in learners. Every program combines a curriculum and teaching procedures. The relationship between curriculum goals and teaching determines a program's effectiveness. If goals are not achieved after exhausting teaching alternatives, the curriculum goals and learners' prerequisites must be reexamined. Generational progress occurs when each new generation of instruction improves on the last through analysis of learner changes and replacement of less effective practices.

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Muni Mendoza
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399 views3 pages

Instructional Procedures for Effective Teaching

This document discusses instructional procedures for building and enhancing new literacies across the curriculum. It defines an instructional program as a replicable activity designed to achieve an instructional goal and cause a change in learners. Every program combines a curriculum and teaching procedures. The relationship between curriculum goals and teaching determines a program's effectiveness. If goals are not achieved after exhausting teaching alternatives, the curriculum goals and learners' prerequisites must be reexamined. Generational progress occurs when each new generation of instruction improves on the last through analysis of learner changes and replacement of less effective practices.

Uploaded by

Muni Mendoza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
  • Topic: Specifies the topic of instructional procedures under review in the educational program.
  • Subject: Outlines the primary subject of the instructional program focused on building new literacies across the curriculum.
  • Introduction: Introduces the instructional program, its objectives, and how it is designed to meet learning goals across various groups of learners.
  • Discussion: Discusses the criteria used for assessing the effectiveness of instructional programs and how changes impact learners' experiences.
  • Exercise: Poses reflective questions for educators regarding their perceptions of instructional strategies and curriculum goals.

Republic of the Philippines

Region IV-A CALABARZON

Commission on Higher Education

Philippine Best Training Systems Colleges, Inc.

530 Manila East rd., Macamot, Binangonan, Rizal

I. Subject

Building and Enhancing New Literacies Across the Curriculum

II. Topic

Instructional Procedure

III. Introduction

The term, instructional program, refers to a replicable instructional activity that is


designed and implemented to achieve an instructional goal, namely, some clearly
defined change or changes in a selected group of learners.

IV. Discussion

The primary criteria for determining the success or the effectiveness of an instructional
program are these measures of changes in the selected group of learners. These
changes can be affective, academic, social, or physical. Every instructional program
combines a curriculum component (what we teach), and a teaching procedure (how we
teach). An instructional program can be as small as a social skills lesson to teach a child
to say thank you at appropriate times and in appropriate contexts. An instructional
program can be as large as a two-semester algebra sequence, or the complete K-6
elementary reading program.

Whether small or large, an instructional program will have a curriculum component that
defines the goal or goals we have for the learner and a set of teaching procedures (the
pedagogy) which we plan to use to achieve the curriculum goal. In each instructional
program the essence of instructional accountability; e.g., program effectiveness, resides
in the relationship between the curriculum component and the teaching component. If
curriculum goals have been carefully and appropriately set for each learner, then
teaching procedures must be progressively adjusted and revised based on the extent to
which the curriculum goals have been achieved. The determination of goal achievement
is based on measures of changes in the learner.

If, after exhausting the possible teaching procedure alternatives, we fail to achieve the
curriculum goals, then we must revisit the assumptions that led us to believe the
curriculum goal was appropriate for the learner. In many cases we will find that the
reason a curriculum goal was inappropriate was our failure to ensure that the learner
had the prerequisite knowledge, skills, or attitudes needed for success in the selected
instructional program.

Central to Slavin’s concerns is the notion of generational progress. To have generational


progress we must have a system in place that ensures that the next generation of
instructional efforts represents an improvement over the previous generation.
Generational progress can occur in a number of instructional contexts. A school district
can examine the test data form year to year, and use that information to make
adjustments that ensure that the most effective practices are retained and that the less
effective practices are replaced with more effective practices. A teacher can examine
the instructional program implemented with one group of learners and use the
information on learner changes to ensure that a more effective version of that program
is used with the next group of learners.

Instructional Procedure Sample


V. Exercise

1. In your own perception, Why do we need to follow this kind of prrocedure?

2. By using Instructional program, Which do you think was the most appropriate
strategies to be use on teaching a diverse and 21st Century learners?

3. As a future educator, What are you going to do if your strategies fails to achieve the
curriculum goals?

Prepared By:

Avegel P. Mechilina

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