COURSE CODE: EDT 328

COURSE TITLE: PRINCIPLES OF INSTRUCTION

COURSE DESCRIPTION
 Philosophical foundations of instruction
 Psychological foundations of instructions
 Concept in Education related to teaching
 Basic preparation for classroom instruction
 Formal instructional methods
 Innovation in teaching and learning

Lecturer-in-Charge:
Dr. Fasina, J. E.

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Definition

The "Principles of Instruction" refers to a set of guidelines and strategies proposed by educational
psychologist Barak Rosenshine that are intended to enhance the effectiveness of teaching and learning.
These principles are based on research and are aimed at providing teachers with practical techniques to
promote meaningful and successful instruction in the classroom. Here are some of the key principles:

OR

The "Principles of Instruction" refer to a set of evidence-based guidelines and strategies that outline
effective teaching practices to enhance learning outcomes. These principles are designed to provide
educators with a framework for structuring their instruction and engaging students in meaningful ways.
They focus on various aspects of teaching, such as clear explanations, practice, feedback, and assessment,
with the goal of promoting successful learning experiences. The principles are informed by educational
research and are intended to guide educators in creating engaging and effective instructional strategies for
their students.

Instruction is an activity which is designed to help people to learn. Effects of instruction on learning are
usually beneficial and easy to observe as a properly designed instruction focuses on its pre-determined
objectives.

Instruction is a goal-directed process, which has been pre-planned and tested. It is the arrangement of the
external conditions of learning in ways which will optimally interact with the internal capabilities. The
function of instruction then, is the control of the external conditions of learning situation. To be effective
as a teacher is to be able to achieve the events of instruction. One way by which this can be done is to
apply strategies and techniques derived from behavioral, cognitive, and constructivist theories to the
instructional design processes termed

Instructional Technology.

Hence, instructional technology refers to systematic application of approaches and methods derived from
the three learning theories; behaviourism, cognitivism and constructivism to solve educational problems.
Instructional technology promises solutions to many educational problems, resistance from teachers to the
use of technology in the classroom is not unusual. This reaction can arise from the belief or fear that the
ultimate aim of instructional technology is to reduce or even remove the human element of instruction.
However, most instructional technologists have a counter reaction that pedagogic experience will always
require human intervention from instructors or facilitators

Robert Gagne - 9 Events of Instruction

1) Gain attention. Present a problem or a new situation. Use an "interest device" that grabs the
learner's attention. This can be thought of as a teaser -- the short segment shown in a TV show
right before the opening credits that is designed to keep you watching and listening). The idea is to
grab the learners' attention so that they will watch and listen, while you present the learning point.
To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the
learners can start to process any new information, the instructor must gain the attention of
the learners. This might entail using steep changes in the instruction. You can use such devices
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 as: Storytelling Demonstrations Presenting a problem to be solved Doing something the
wrong way (the instruction would then show how to do it the right way)
2) Inform learner of Objective. The teacher tells the learner what they will be able to do because of
the instruction. The teacher communicates the desired outcome to the group. This allows the
learners to organize their thoughts around what they are about to see, hear, and/or do. There is a
saying in the training field to 1) tell them what you're going to tell them, 2) tell them, and 3) tell
them what you told them. These hitting them and then provide a review which has proven to be
effective. e.g. describe the goal of a lesson, state what the learners will be able to accomplish and
how they will be able to use the knowledge
3) Stimulate recall of prior knowledge: The teacher asks for recall of existing relevant knowledge.
This allows the learners to build on their previous knowledge or skills. Although we are capable of
having our "creative" minutes, it is much easier to build on what we already know. e.g. remind the
learners of prior knowledge relevant to the current lesson, provide the learners with a framework
that helps learning and remembering.
4) Present the material: The teacher gives emphasis to distinctive features. Chunk the information
to avoid memory overload. Blend the information to aid in information recall. This is directly
related to Skinner's "sequenced learning events." This allows learners to receive feedback on
individualized tasks, thereby correcting isolated problems rather than having little idea of where
the root of the learning challenge lies. Bloom's Taxonomy and Learning Strategies can be used to
help sequence the lesson by helping you chunk them into levels of difficulty.
5) Provide guidance for learning: The teacher helps the students in understanding (semantic
encoding) by providing organization and relevance. This is not the presentation of content, but is
instructions on how to learn. This is normally simpler and easier than the subject matter or content.
It uses a different channel or media to avoid mixing it with the subject matter. The rate of learning
increases because learners are less likely to lose time or become frustrated by basing performance
on incorrect facts or poorly understood concepts.
6) Elicit performance: The teacher asks the learners to respond, demonstrating learning. Practice by
letting the learner do something with the newly acquired behaviour, skills, or knowledge.
7) Provide feedback: The teacher gives informative feedback on the learners’ performance. Show
correctness of the learner's response, analyze learner's behaviour. This can be a test, quiz, or verbal
comments. The feedback needs to be specific, not, "you are doing a good job" Tell them "why"
they are doing a good job or provide specific guidance.
8) Assess performance: The teacher requires more learner performance, and gives feedback, to
reinforce learning. Test to determine if the lesson has been learned. You can also give general
progress information.
9) Enhance retention and transfer: The teacher provides varied practice to generalize the
capability. Inform the learner about similar problem situations, provide additional practice, put the
learner in a transfer situation and review the lesson.

FORMAL INSTRUCTIONAL METHODS

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Formal instructional methods are structured approaches to teaching that are designed to deliver specific
content, facilitate learning, and achieve desired educational outcomes. These methods often follow a
systematic framework and are commonly used in traditional educational settings. Here are some examples
of formal instructional methods:

1. Lecture: A teacher presents information to students through spoken communication, often

accompanied by visual aids such as slides or presentations.
2. Demonstration: The instructor shows students how to perform a task or use a concept, often
followed by guided practice.
3. Direct Instruction: This method involves explicit teaching of skills and concepts in a step-by-step
manner, often using scripted lessons and frequent teacher-student interactions.
4. Socratic Method: Based on questioning, the instructor engages students in a discussion to
promote critical thinking and deep understanding.
5. Case-Based Learning: Students analyze real-life scenarios or cases to apply theoretical concepts
and develop problem-solving skills.
6. Problem-Based Learning: Students collaborate to solve open-ended problems, promoting
critical thinking, research, and self-directed learning.
7. Project-Based Learning: Students work on extended projects that require research, planning, and
presentation of their findings.
8. Flipped Classroom: Students learn content independently before class, allowing in-person time
for discussions, activities, and clarification.
9. Cooperative Learning: Students work in groups to accomplish shared learning goals, fostering
collaboration and peer teaching.
10. Peer Teaching: Students take turns teaching each other, reinforcing their understanding of the
material.
11. Team-Based Learning: Similar to cooperative learning, students work in teams to solve problems
and complete tasks, often involving application of knowledge.
12. Interactive Workshops: Involves hands-on activities, discussions, and group work to engage
students actively in the learning process.
13. Simulation and Role-Playing: Students act out scenarios to practice skills, apply knowledge, and
explore different perspectives.
14. Structured Inquiry: Students follow a guided process to investigate a question, often involving
predefined steps and outcomes.
15. Mastery Learning: Students must demonstrate a high level of understanding before progressing
to the next topic, emphasizing mastery over time.
16. Reciprocal Teaching: Students take turns leading discussions, summarizing content, questioning,
and predicting outcomes.
17. Mind Mapping: Students create visual diagrams that represent relationships between concepts
and help organize information.
18. Jigsaw Method: Students become "experts" in a specific topic and then share their knowledge
with peers to complete a larger task.
19. Synectics: Encourages creative thinking by making connections between seemingly unrelated
concepts.

Role of the Instructor

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In formal instructional methods, the instructor usually plays a central role as the knowledge provider,
facilitator, or guide, depending on the method used. These formal instructional methods offer educators a
range of strategies to deliver content, engage students, and promote learning across different subjects and
learning environments.

Basic preparation for classroom instruction involves several essential steps to ensure a successful and
effective teaching experience. Here's a checklist to help you get started:

1. Understand Your Audience: Familiarize yourself with your students' backgrounds, learning
styles, and prior knowledge to tailor your instruction accordingly.
2. Set Clear Learning Objectives: Define what you want your students to achieve by the end of the
lesson or unit.
3. Design Engaging Content: Create instructional materials, presentations, and activities that
capture students' interest and align with your learning objectives.
4. Prepare Materials: Ensure all necessary materials, such as handouts, slides, props, and
technology, are ready and organized.
5. Plan a Lesson Structure: Organize your lesson with a clear introduction, main content,
interactive activities, and a conclusion.
6. Incorporate Active Learning: Include activities that encourage student participation, discussion,
group work, and problem-solving.
7. Anticipate Questions: Be prepared to address potential questions or misconceptions that students
might have.
8. Practice Delivery: Rehearse your lesson delivery to ensure smooth transitions, clear explanations,
and effective use of teaching aids.
9. Time Management: Allocate appropriate time for each segment of the lesson to ensure you cover
all essential content.
10. Adaptability: Be ready to adjust your plan based on student engagement, questions, or unforeseen
circumstances.
11. Use Technology Wisely: If using technology, ensure you are familiar with its operation and have
a backup plan in case of technical issues.
12. Establish Classroom Norms: Set expectations for behavior, participation, and respect within the
classroom.
13. Create a Positive Learning Environment: Arrange seating, lighting, and classroom layout to
foster a comfortable and conducive learning atmosphere.
14. Build Rapport: Establish a positive teacher-student relationship by being approachable,
supportive, and responsive.
15. Assessment and Feedback: Plan how you'll assess student understanding and provide timely
feedback during and after the lesson.
16. Address Inclusivity: Consider diverse learning needs and incorporate strategies to support all
students, including those with disabilities or different backgrounds.
17. Practice Classroom Management: Develop strategies to manage disruptions, encourage active
participation, and maintain a respectful classroom atmosphere.
18. Reflect and Evaluate: After the lesson, reflect on what went well and what could be improved,
and use this feedback to refine your future instruction.

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 19. Continual Professional Development: Stay updated on educational trends, teaching techniques,
and subject matter to enhance your teaching skills.
20. Self-Care: Take care of your physical and mental well-being to ensure you're energized and
focused during your teaching sessions.

By following these basic preparation steps, you'll be well-equipped to deliver engaging and effective
classroom instruction that supports your students' learning and growth.

PHILOSOPHICAL FOUNDATIONS OF INSTRUCTION

The philosophical foundations of instruction encompass the underlying beliefs, theories, and principles
that guide the design and implementation of effective teaching and learning experiences. These
philosophical foundations provide a framework for understanding the nature of education, the role of
educators, and the process of knowledge acquisition. Some key philosophical foundations include:

Constructivism: This philosophy emphasizes that learners actively construct knowledge through their
experiences, interactions, and reflections. Educators facilitate this process by creating engaging and
interactive learning environments that promote exploration and discovery.

Behaviorism: Behaviorist philosophy focuses on observable behaviors and suggests that learning is a
result of stimulus-response associations. Instruction is designed to reinforce desired behaviors through
repetition, rewards, and conditioning.

Cognitivism: Cognitivist philosophy emphasizes mental processes such as memory, problem-solving,

and information processing. Instruction aims to facilitate meaningful learning by promoting
understanding, critical thinking, and cognitive development.

Humanism: Humanist philosophy places the learner at the center of the educational process, focusing on
individual growth, self-directed learning, and personal development. Educators create supportive
environments that nurture students' potential and autonomy.

Connectivism: Emerging in the digital age, connectivism emphasizes the importance of networked
learning and the role of technology in connecting learners to vast sources of information. Learning is seen
as a process of building and navigating networks of knowledge.

Pragmatism: Pragmatic philosophy focuses on practicality and real-world application. Instruction is

designed to equip learners with skills and knowledge that can be immediately applied to solve practical
problems.

Critical Pedagogy: Rooted in social justice, critical pedagogy aims to empower learners to critically
analyze societal issues and challenge oppressive structures. Instruction encourages questioning, critical
thinking, and activism.

Socio-cultural Theory: This philosophy highlights the role of social interactions and cultural contexts in
learning. Instruction focuses on collaborative activities, dialogue, and shared experiences within a cultural
framework.

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These philosophical foundations influence how educators design curriculum, select instructional
strategies, interact with students, and create learning environments. They shape the beliefs and values that
guide teaching practices and help educators address questions about the purpose of education, the nature
of knowledge, and the role of learners in the educational process.

PSYCHOLOGICAL FOUNDATIONS OF INSTRUCTION

The psychological foundations of instruction are rooted in theories and principles from psychology that
inform how educators understand and facilitate the learning process. These foundations provide insights
into how learners acquire, process, and retain information, as well as how instructional strategies can be
optimized to enhance learning outcomes. Here are some key psychological foundations:

Cognitive Psychology: Focuses on mental processes such as perception, memory, attention, and problem-
solving. Instructional strategies that align with cognitive psychology include concept mapping, elaborative
interrogation, and spaced repetition.

Behaviorism: Emphasizes the role of observable behaviors and external stimuli in learning. Techniques
like reinforcement, conditioning, and behavior modification are used to shape desired behaviors and
learning outcomes.

Social Learning Theory: Highlights the importance of social interactions and modeling in learning.
Collaborative learning, peer teaching, and observational learning are strategies that align with this theory.

Information Processing Theory: Explores how information is encoded, stored, and retrieved.
Instructional approaches that break down complex tasks, provide scaffolding, and facilitate chunking
align with this theory.

Constructivism: Stresses the active role of learners in constructing knowledge based on their experiences
and prior knowledge. Problem-based learning, inquiry-based learning, and hands-on activities are
consistent with this approach.

Socio-cultural Theory: Emphasizes the influence of cultural and social contexts on learning.
Collaborative learning, group discussions, and culturally relevant instruction are consistent with this
theory.

Motivation Theory: Focuses on the factors that drive and sustain learning. Strategies that promote
intrinsic motivation, goal setting, and self-determination align with motivation theory.

Multiple Intelligences Theory: Proposes that learners have diverse forms of intelligence, such as
linguistic, logical-mathematical, spatial, and interpersonal. Differentiated instruction and varied
assessment methods can accommodate these intelligences.

Self-Regulated Learning Theory: Examines how learners monitor, control, and regulate their own
learning. Strategies that promote meta cognition, self-assessment, and goal setting align with this theory.

Cognitive Load Theory: Investigates how cognitive load impacts learning. Instructional design that
manages cognitive load by simplifying complex tasks and providing clear instructions is aligned with this
theory.

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Zone of Proximal Development (ZPD): From Vygotsky's socio-cultural theory, ZPD suggests that
optimal learning occurs within the gap between a learner's current abilities and their potential abilities
with guidance.

These psychological foundations offer valuable insights into the cognitive, emotional, and social
dimensions of learning. Educators can leverage these principles to design effective instructional strategies,
create engaging learning environments, and support students' cognitive development and motivation.

FORMAL, NON-FORMAL, AND INFORMAL LEARNING:

Introduction
Interest in the demarcation between 'formal, non-formal, and informal learning’ started in the 1960s. At
the time there was a perception that educational systems were not transforming themselves in order to
meet changing conditions in society, so there was consideration around how learning needs might be met
through differing learning arrangements. This debate has contemporary relevance since schools in the UK
are enjoying increased levels of curricular autonomy and are exploring less formalised learning
arrangements (e.g., project-based learning or elements of the International Baccalaureate (IB), such as the
Theory of Knowledge component). From a research perspective, understanding non-formality in learning
could contribute to our collective thinking around effective curriculum design and the structuring of
learning in schools (e.g., where learning is best located, what form it might take, and how it is organised).
Education, curriculum, and learning have considerable areas of overlap, but learning can also occur on the
fringes of, or outside of formal curriculum arrangements. It is this non-formal space (the sphere that falls
outside of the curriculum sphere)

This ubiquity also has a drawback as the language and concepts of formal, informal, and non-formal
learning tend to be used in ways that are contradictory and contested. A comprehensive literature review
could help to inform a common understanding of non-formal learning so that others may find it easier to
see it and understand it in the future.

What Is Formal Learning?

Formal learning methods This method typically involves an instructor who delivers lessons, assigns
homework, and assesses the progress of learners. Classroom-based learning often includes a mix of
lectures, discussions, group activities, and individual work. Formal education as being “the
institutionalized, chronologically graded and hierarchically structured system, spanning lower primary
school and the upper reaches of the university”. This definition implies that formal learning includes a
number of elements. Formal learning involves learning institutions, which also implies a role for defined
educators (e.g., teachers). Some argue that this means that formal learning is largely teacher focused,
relying on teacher-set activities, steered by sequentially structured learning goals (e.g., specified
educational objectives or a syllabus, and organised into a chronologically graded system.

Learning in formal systems is generally hierarchic (i.e., based on learning objectives that are organised
into linear progressions). Institutions and educators have timetabling responsibilities and employ direct
teaching behaviours (e.g., actions explicitly intended to instruct knowledge and skills and to manage a
classroom, such as demonstrating, explaining, giving feedback, making corrections, and setting goals.
Formal systems also tend to stipulate minimum requirements for mandated learner participation (e.g.,
years of attendance or guided learning hours. Learning in formal systems is intentional on the part of
educators and learners. Formal learning often results in certification and recognition in ratified diplomas
or qualifications. The motivation for formal learning tends to link with the pursuit of external rewards
(e.g., assessment grades) more than for other less formal learning types.
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Measured learning can also form part of the evaluation function, since such a function is normally
required for formal systems. Formal learning tends to focus heavily on propositional rather than
procedural knowledge forms, and this knowledge relies on established content (Evans et al., 2015) that is
generalisable beyond a specific context. Some argue that formal learning has more emphasis on cognitive
achievement, i.e., successes attributable to cognitive abilities, than other less formal types of learning .

Benefits of formality in education

Since formal learning is generally specified , it can be used by those responsible for organising education
(e.g., state or regional agencies) to standardise learning practices across different locations in a system.
This means that formal learning can help to refine, regulate, and control education in the interests of
efficiency . This also means that formal curricula can be used to raise the status of certain skills and
knowledge that are considered to be important to society. For example, the curriculum can be harnessed to
ensure that certain things are taught in schools, such as social and personal values.

The specified nature of formal learning also supports the accumulation of shared knowledge (beyond
specific contexts), which can enhance social mobility. Accrued, recorded, propositional knowledge
allows each generation to know more and better than their predecessors. Such knowledge, fostered
through disciplinary communities has generalisable qualities, making it applicable in a wide range of
contexts and circumstances.
Access to this high-status knowledge (based on ability rather than social contacts or status) has the
potential to empower learners from disadvantaged or marginal groups. A formal curriculum, when
mandated at a national level, should expose most learners to common ideas and knowledge and
undermine any inequality of access between different groups in the national population. In comparison
with other learning types, formal learning has well established evaluation and assessment methodologies
available. It has been observed that testing and assessment 11 within formal education and training has a
long history of practice, research and theory to draw upon .

Disadvantages of formality in education

One of the most significant limitations of the formal concept of education and learning is that it lacks the
ability to truly describe ‘what is going on’. The formal curriculum does not show everything that teachers
do, teach, or create in classrooms, or what the experiences of learners are in those classrooms. For
example, teachers’ perspectives and planning for core areas of moral education, it overlooks the minutiae
of everyday teaching practices and efforts made outside the curriculum “hot-spots” One can therefore
analyse formal, written curricula, but they will not represent how each teacher interprets and delivers them
or what learners think and experience as they are exposed to them. Considering that every school and
teacher is different, the formal curriculum may not tell us much about how the curriculum is enacted in
classrooms. Not all learners engage positively with formal learning; there are significant drop out rates in
some international formal teaching programmes. Some learners learn better in informal environments with
formal curricula being sometimes seen as one-way and rigid, and with some learners being resistant to
teacher-led instruction .
Engaging with abstracted knowledge that is removed from learner experience may be demotivating for
some learners. For example, it has been observed that teaching segments of decontextualized, unfamiliar
music to learners can lead some to abandon instrument playing also mention that formal curricula may
not have the same outcomes for indigenous and non-indigenous learners. If a curriculum is written in a
way that represents one group more than others, it may contain biases towards that group, which in turn
could disadvantage or disengage other groups. It is acknowledged that intuitive concepts are difficult to
dislodge, being linked with learners’ past experiences, and resistant to change. Although formal learning
has an important role in shifting learners’ incorrect intuitive concepts (e.g., ‘flat earth’ concepts), some
studies have shown that formal learning approaches alone are not sufficient to change younger learners’
misconceptions or to overcome naive scientific ideas. Intuitive concepts are difficult to dislodge as a

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teacher needs to undermine a learner's prior learning. Therefore, it is likely that the abstractness of some
formal learning may need to be complemented by experience-based learning activities (e.g., visits to
museums and planetariums). It has also been suggested that formal learning approaches can restrict
teachers’ pedagogic freedom, which can have an impact on learning.
Negative, stifling effects of the mandated curricula and assessments, and formal educators may be
constrained by issues such as available classroom time or pressures relating to high-stakes testing
arrangements which hinder their abilities to engage or motivate their learners

What Is Non-Formal Learning

Non-formal learning takes place outside formal learning environments but within some kind of
organisational framework. It arises from the learner's conscious decision to master a particular activity,
skill or area of knowledge and is thus the result of intentional effort. Non-formal education, It is “any
organized, systematic, educational activity carried on outside the framework of the formal system to
provide selected types of learning to particular subgroups in the population, adults as well as children.
Like many definitions of non-formal education, it appears that it is “a 'negative' concept in the sense that it
is a negation of something else. It gives little positive indication of content, profile or quality”.
Coombs and Ahmed’s definition implies that non-formal learning includes several elements. It is
systematically planned (to an extent) and structured around learning objectives It takes place outside of
compulsory educational provision but can take place anywhere (e.g., in school buildings). The evidence
we examined implies that non-formal learning can be promoted through Indirect Teaching Behaviours
(ITBs), which are also known as non-direct teaching behaviours. ITBs include teachers’ facial
expressions, tone of voice, gestures, and so on. note that ITBs are valuable to research investigating the
effects of teachers’ behaviours on students’ social and moral development.

ITBs were important in promoting a positive learning environment, encouraging the development of
effective student relationships with peers, and motivating students. Part of this positive learning
environment was influenced by teacher encouragement and caring behaviours, which had an important
impact on student engagement. This is important as non-formal learning is often self-directed, involves a
degree of student choice in engagement, and relies on some element of intrinsic motivation. The role of
ITBs therefore appear to be very important to consider since they can have an influence on student
motivation and participation in non-formal learning. Non-formal education is aimed at specific groups of
learners, and observers note that this has two aims. One is to educate those not currently served by formal
education (compensating for the limitations of the formal system), and another is to encourage social
inclusion through targeting specifically marginalised learners.
Non-formal learning is intentional from the learner’s perspective the motivation for learning may be
intrinsic to the learner This is because non-formal learning represents a shift from institutionalised control
over knowledge (e.g., craft guilds, schools, etc.) towards individualised control and self-directed learning .
It is also noteworthy that non-formal learning is generally less credential-based than formal learning, so
relies less on formal qualifications. Non-formal learning is associated with a broader range of learning
activities than formal learning, and this means that it tends to have less focus on cognitive performance
and a more balanced emphasis on intellectual, emotional, social, and behavioural concerns . This shift in
emphasis links with how non-formal learning is frequently directed to acquiring practical knowledge,
skills or competencies in a concrete context, and therefore is less often focused on theoretical learning.
These observations suggest that non-formal learning has a greater focus on procedural knowledge than on
propositional knowledge forms, which has an implication for learning processes. ‘Few physical,
intellectual or social skills can be acquired satisfactorily simply through being told about them. Most
require practice in a supportive environment which incorporates feedback loops’
Learning transmission relies less on direct teaching behaviours and tends towards experience-based
learning. This means that non-formal learning has social and behavioural dimensions. Educators are more

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likely to use mentoring approaches to share their expertise, and learners are more likely to use observation
and copying strategies. It is also more common for non-formal learning to occur through participation in
group activities where there are symmetric interactions between participants. Examples of non-formal
learning from the research literature include adult literacy programmes, non-formal schools for working
children , learning in Youth Centres, music learning in community groups, and out of school activities that
may be linked to the formal curriculum, such as visits to museums, universities, after school sports clubs
etc.;

Benefits of non-formality in education

Learning in ‘authentic’ contexts (e.g., involving real-world problems embedded in contexts relevant to the
learner) can be motivating and engaging for learners. The context for knowledge application can affect
learning in a number of ways. Situational motivation fosters intrinsic motivation with the context making
abstract ideas “more real, tangible and concrete”, and giving the knowledge value as it is seen to connect
with experience. Non-formal learners can apply skills to contexts they enjoy (e.g., reading for pleasure,
e.g., Council of Europe, new contexts may affect their attention to learning detail (e.g., linking to
variation theory and the issue of ‘seeing the same thing in different contexts’ to recognise its specific
features, e.g., , and learners may be more able to fulfil aims that are important them. Non-formality has a
reflexive potential, which has implications for pedagogy and the pacing of learning. The literature
suggests that one advantage of the non-formal curriculum is that it has a more flexible structure than more
formal curricula. For instance, suggests that “non-formal activities respond to the challenges of today’s
society, by leaving the rather rigid framework of the school organization”.
Non-formal curricula may be “capable of adapting to the needs and interests of students, for which time
is not a pre-established factor, but is contingent upon the student’s work pace, [and] certainly do not
correspond to those comprised by formal education” A benefit of this flexibility is that it can allow
learners who work at a slower pace to not feel rushed or unable to keep up with the pace of more rigid,
time-pressured curriculum delivery.

Non-formal learning (such as field trips) can have a holistic impact on learners, cultivating affective,
cognitive, and social domains. At an affective level, learner interest can be heightened through non-formal
learning contexts, and this can have a positive impact on future career aspirations. At a cognitive level,
learning in non-formal contexts can have a long-lasting impact on memory. This impact might be due to
how learners access multiple perspectives through focused discourse, and link this to their prior
understandings. There is evidence that field trips impact on critical thinking skills through encouraging
interdisciplinary, cross-curricular knowledge linkages. Reflecting on teachers’ perceptions of students’
learning gains, School trips provide an opportunity for students to become active learners when they
regulate their own learning through reflection, evaluation, and asking questions … that may foster their
tolerance and critical thinking skills of analysis, comparison, description, evaluation, and problem
solving .
At a social level, it appears that the changed rules of learning that link with non-formal contexts create a
‘loose space' that encourages new ways of working with others (e.g., active participation and
collaboration. This participation supports the development of a variety of skills and dispositions, including
communication skills, organisational skills, leadership skills, social skills, time management skills,
intercultural skills, persistence, and.. list multiple studies to claim that there is strong evidence that some
of these skills impact on learner self-worth and confidence, and these are fundamental to learner
wellbeing. The ‘loose space’ of non-formal learning contexts can also create opportunities for teachers to
change the learning conditions, e.g., through developing innovative tasks or using different materials

Disadvantages of non-formality in education

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Variability in practices, contexts, or educator abilities are concerns in non-formal learning. Non-formal
learning programmes that lack links to a rigid curriculum structure can lead to varying practices and
suboptimal outcomes. For example, there are historic concerns that “as a result of the lack of curriculum
in many non-formal education programmes in sub Saharan African countries, the outcomes in many
[learning] programmes are inadequate” . Context is also very important to non-formal learning, and so
context variability is a concern. Some contexts lack resources and limit the opportunity for learner
development. Educator variability is another concern for non-formal learning. Some negative
relationships have been found between attending after-school science programmes and science
achievement, and it is possible that those responsible for leading learning activities may not have the
ability to link the concepts encountered to learners’ prior experiences or to a formal curriculum . The
nature of the knowledge and skills encountered in non-formal learning can create problems. It is difficult
to collect evidence that justifies achievement in non-formal learning constructs that have tacit
characteristics . Non-formal learning is less likely to be formally assessed since assessment often needs to
be observed in context. Assessment is challenging on a large scale, as well as being challenging when
trying to avoid the assessment of “something other than what is intended”. This means that non-formal
learning may be seen as lower status
It also makes it difficult to monitor educational quality. This is problematic as high non-completion rates
for some non-formal learning courses are a concern, and the lack of assessment and monitoring make it
challenging to evaluate whether this is due to learning programme quality.

Another possible disadvantage of non-formality relates to how it can link to formal curricula. Where non-
formal learning is harnessed to support the aims of structured learning programmes it can share some of
the identified disadvantages of formal learning and curricula (for instance, its impact on learner
disengagement). It is possible that learners who are already disengaged from the formal curriculum may
not find the non-formal learning context to be any more engaging.

What is informal learning

Informal learning is often defined as a residual category of non-formal learning, which itself is a residual
category of formal learning . This can be problematic as defining something by what it is not does not
help to understand its qualities. Defining informal learning can also be problematic as some people used
the terms informal and non-formal interchangeably. Coombs and Ahmed provide a much-cited definition
of informal learning as: the lifelong process by which every person acquires and accumulates knowledge,
skills, attitudes and insights from daily experiences and exposure to the environment … Generally [it] is
unorganized and often unsystematic; yet it accounts for the great bulk of any person's total lifetime
learning-including that of even a highly ‘schooled’ person . This definition implies that informal learning
includes a number of elements. It can be a by product of other experiences. It includes tacit knowledge
that is not specifically sought, and can remain unnoticed by the learner, e.g., “informal learning is largely
invisible, because much of it is either taken for granted or not recognised as learning; thus, respondents
lack awareness of their own learning”. It is also possible for learners to become conscious of
unanticipated informal learning, and this is called incidental learning.
Coombs and Ahmed’s definition implies that informal learning does not rely on didactic approaches, and
that it can be facilitated by influential ‘more expert others’ and peers, In many cases, learners have a
significant level of influence on the process. Learning is embedded in meaningful activity (to the learner),
is likely to be initiated by the learner, and motivated by a perceived need,. Informal learning is
voluntaristic and not explicitly structured by others (e.g., parents, teachers, institutions, etc.). Informal
learning is also heavily situation dependent. Although it occurs everywhere, it is highly contextualised
and shaped by the environment in which it occurs. Sharing some commonalities with situated learning, the
important point here is that learning is shaped directly by features of the learning environment and where
tasks ‘make sense’ in relation to that context (e.g., self-directed learning, Although some of its

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characteristics overlap with other learning types, informal learning differs from them as it defies
systematic organisation . This lack of organisation means that learning can appear haphazard (i.e., not
sequentially structured, and cannot be certificated

Informal learning is less language-based than formal learning. Whereas school learning can rely on
language used out of the context of practical activities and concrete referents informal learning may
involve non-verbal modes of behaviour (i.e., learning through doing). These non-verbal modes include
imitation, copying or mirroring of expert skills and knowledge, modelling, private trial and error, and
community member critique .
Benefits of informality in education Informal learning is influential, accounting for an estimated 70−90%
of all learning It plays an important role in learners’ socialisation and their adjustment to new
environments (e.g., migrant learners into broader society, children into school, or workers into
employment. it helps to communicate the values, norms and actions that are seen as important in society,
and can encourage the development of social skills through shared activity and social interaction Informal
learning is considered to be implicitly engaging and motivating for the learner . Engagement is a spur to
learning, and capitalises on learners’ innate curiosity. The lack of educational structure and routine can
also engage some learners who may not traditionally achieve in certain subject areas . The voluntary
nature of informal learning invokes learner agency and means that the learner can “direct their study at a
depth and breadth that serves their personal needs.

Commentators note that informal learning can complement formal education, effectively achieving formal
curriculum aims via different approaches . For example, optional activities can be designed with elements
of the formal curriculum (such as objectives) in mind. In support of the power of this interaction, out-of-
school nature experiences have been found to be an important predictor of learners’ interest in science,
influence on longer term attitudes to subjects and career, and relatedness to a subject-based community
and identity formation,. There is also compelling empirical evidence of the direct and positive relationship
between informal science learning and academic achievement, with it influencing learners’ self-efficacy
perceptions. These longer-term impacts of informal learning are picked up by Eisner, who highlights how
the HC can have long lasting, positive effects that are sometimes more powerful than those that stem from
the formal curriculum. For example, Eisner states how “it has been argued by many scholars that the
school’s “implicit curriculum” is in the long run more powerful than what is explicitly taught”. Informal
learning can also complement the formal curriculum by promoting specific types of skills (that may be
less possible to promote through more formal learning arrangements).

Disadvantages of informality in education

Informal learning may only become visible to the learner once they interact with another person. This
might be problematic as learning awareness might require an elicitation stage before it is recognised by
the learner. This model is an acknowledged component of Recognition of Prior Experiential Learning
(RPEL) programmes (sometimes referred to as Accreditation of Prior Certified Learning (APCL), or
Accreditation of Prior Experiential Learning' (APEL). These programmes aim to recognise learners’
levels of knowledge and skills so that their placement in the learning and labour market is efficient and
does not require learners to duplicate learning. The potential for variances in the elicitation process means
that informal learning gains can remain under-recognised and undervalued by the learner and others,
which when translated to a societal level can lead to underpaid employment. The opaque quality of HC
content also has implications at the level of the learning institution. It is possible that educators may find
themselves in situations where they are undermining their own goals. For example, a situation where a
school’s promotion of fast food on campus served to undermine their intended healthy eating curriculum.
Informal learning approaches (e.g., experiential learning) may be less helpful than formal, didactic
approaches for mastering conceptual material. It is possible that the apparently haphazard, context
dependent character of informal learning may make it possible that a learner does not encounter

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generalisable concepts, or that gains are random and narrow . For example, it is observed that formal
pedagogies can be “more helpful than informal pedagogies for teaching conceptual material, knowledge
about music and unfamiliar repertoire, i.e., ‘knowledge of’ music”. This issue of learning context also has
implications for learning transfer (the ability to apply the things learned in one context to a new and
different context). There are some concerns around whether learners can take informal knowledge and
apply it to other situations beyond the one where they were originally exposed to the knowledge.
Discussing this issue of learning transfer in music education, McPhail states “the impression I was left
with was that students were not gaining access to knowledge that might enable them to take largely
informal knowledge10 beyond the confines of its social context” . It is also possible that the flow state of
informal learning (i.e., the state of being ‘absorbed’ in a highly engaging activity) can reduce its potential
impact. As some informal learning occurs without the awareness of the learner, it is also possible that it
does not result in higher concentration levels compared with formal learning, a disadvantage of the HC is
that it ensures that “schools contribute to the maintenance of political and economic systems of
domination, exploitation, and inequality … e.g., class divisions; social hierarchies”. A consequence of this
is that it can perpetuate religious prejudices and stereotypes associated with different groups in society.
This issue raises the real concern that the HC can undermine equity through marginalising certain groups
of learners. The hidden messages, rules and norms of a school may not be completely understood by
learners who have migrated from other countries or learners with special educational needs and
disabilities, which in turn exclude them from social interactions. For instance, learners on the Autism
Spectrum Conditions scale may find it difficult to understand social rules or norms that exist and are not
communicated explicitly, and thus may feel different and excluded from participating in the school’s
social life. Learners who do not speak the language of the school they attend may also feel unable to take
part (fully) in the life of the school. “children of immigrants and refugees attending public schools in
“Western” countries face different kinds of hidden ideological forces that typically put them at risk of
exclusion”

What Is Innovation in Education and Why It’s Important?

As teachers, our goal is to educate students. Educated students are then able to advance their education
further to get whatever degree or certification they need to eventually succeed in a career that they find
rewarding and give back to their community.

What is Innovation in Education?

Introduction: Innovation is one of those words we like to throw around whenever possible. To innovate
means to make changes or do something a new way. To innovate does not require you to invent. Baked
into innovation are creativity and adaptability. Innovation in education isn’t a specific term with fixed
definitions. The spirit of innovation education is openness to looking with fresh eyes at problems and to
address them in different, new ways. It is a recognition that we don’t have all the answers and are open
to new approaches to improve such as methods of knowledge transfer with innovative teaching strategies.

Innovation in education can be:

 Recognizing that students are better served by a flipped classroom where they watch lectures at
home and complete assignments in the classroom.
 Introducing more technology in the classroom to create a blended classroom where students
experience technology as they would in the real world.
 Providing greater ways to facilitate clearer and better communication between school
districts’ parents with powerful video tools.

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Innovation in education Comes from identifying problems, watching and learning from others, to
develop new methods to address these problems, and iterating on them when these
experiments don’t necessarily give the results you need.

Why is Innovation Important in Education?

“It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that
is most adaptable to change.” Regardless, let’s consider that a moment.

It is nearly impossible to predict or keep pace with the rate of change in today’s workplace. Accepting
that, we can then agree that perhaps more important than the knowledge we have is the ability to
adapt and evolve.

How can we teach a student to adapt? Well, in most industries, the catalyst of change is innovation. There
are always improvements to be made. Innovation education helps prepare students for a dynamic
workplace by providing them opportunities to develop skills such as creativity, adaptability, and
resilience.

As educators, we can leverage innovation in education to improve student outcomes from a purely
academic standpoint as well as to develop those soft skills that students need to succeed in life. We can
also introduce more and more technology that students will need to be comfortable with overtime.

What are Examples of Innovation in Education?

As we’ve already started to see, innovation in education can come in many forms. Remember, it is not just
introducing new technology into the classroom. It can be a new method of teaching for a specific project
or topic.

 Project-Based Learning (PBL) – Help students identify a real-world problem and develop a
solution for it. Introduce a PBL-unit as part of a larger lesson where students can exercise their
creative thinking, problem-solving, and collaboration with other students.

 Blended Learning – combines online learning with traditional classroom learning. Students must
become comfortable with online tools and using the internet to contribute to their learning. A
blended learning approach gives students the ability to discover how best to use tools that they will
rely heavily on in their professional lives.

 EdTech – Educational technology (edtech) typically refers to any software, application or

service developed to enhance education. We must be careful not to go too far into the deep-
end but introducing technology in the classroom is important. Innovative classroom
technologies often mirror the innovations outside of education. So, the more students engage with
technologies in the classroom, the better prepared they will be to engage with and through
technology in the workplace.
 Artificial intelligence – The latest development in education, as in many other sectors, is the use
of artificial intelligence (AI). While it is still in its infancy, in the education setting, it is already
being used to revolutionise numerous aspects including grading, plagiarism detection,
recommending individual learner paths, and more.

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How to Adopt Innovation with EdTech Platforms

As we mentioned above, innovation education does not have to mean introducing technology into the
classroom. However, educational technology certainly has its role in innovation in education.
Sometimes edtech facilitates innovation in education by making possible what wasn’t possible before.
Think about how schools were able to maintain any sort of continuity during the pandemic. Schools and
teachers innovated by offering new methods of knowledge transfer.

Most of us will first mention learning management systems (LMS’s) when we think of educational
technology. Learning management systems are often the centerpiece of a school’s educational technology.
But, let’s face it, unless you are an IT Administrator or tasked specifically with onboarding a
new LMS, you’re not going to be introducing a learning management system into your classroom (TBH,
you wouldn’t need to).

So, let’s consider some innovative educational technology that you could introduce into the classroom:

 Feedback assessment tools – Feedback is critical both for students to receive and to give. It can
help teachers gauge understanding in real time and get a pulse check of the class. Feedback
assessment tools (polling, surveys, forms, knowledge check) are also incredibly easy to bring into
the class. We even use them today by having students raise their hands and count their responses.
Feedback assessment tools provide a fun way for students to leverage technology in the class.
Additionally, it can save teachers time by aggregating the data and saving responses to review
later.

 Video conferencing and virtual classrooms – Though millions of teachers and students have
become newly minted virtual classroom professionals over the last couple of years, virtual schools
and virtual academies have utilized powerful virtual classroom platforms as their primary point of
face-to-face instruction for years. Virtual classrooms are video conferencing platforms built with
specific tools for learning. Conduct virtual classes or provide options for students to collaborate
virtually. Students and teachers alike need to become more comfortable on video.

 Video projects – Our students are digital natives. They are also video creators. Whether they are
on TikTok, YouTube, Instagram, or Snap you can be sure that students know their way around
video. Leverage their passion by bringing video into their projects. Assign projects for student
collaborators to create a video around specific topics. Not only will they exercise their creativity,
but they’ll also sharpen their communication skills as they work together.

Virtual Classroom as an Example to Education Innovation

has been designed and built for education and training. Teachers can conduct interactive, face-to-face
classes that actively engage remote students. Teachers are not simply connecting face-to-face to lecture
passive students. The platform provides tools that allow teachers to introduce innovation in education.

 Real-time polling – Teachers can use a live polling tool to pulse check students. Of course, they
can ask students on video to raise their hands or click a hand raise button, but even better is a
polling tool to gauge measurable feedback. With preset polling options, teachers can launch a poll
with a click. Students then select their reply and teachers see real time aggregate results as well as
what each student replied.

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  Quizzing – Sometimes polling isn’t enough. We need to gauge a deeper understanding in real time
and use that information to inform the rest of the lesson. Create quizzes with different question
types for students to complete in the class. Teachers can give the quiz and see real-time results.
The results are also available to review after class. With this information, teachers can be more
confident that students are understanding the material presented or move to reinforce items now –
in class – rather than finding out later.

 Interactive whiteboards and file annotations – We want students actively participating in their
learning. What better way to encourage that than with an interactive whiteboard. A whiteboard is a
great space for students to share their ideas, collaborate, and brainstorm.

 Video in the classroom – Video is incredibly powerful at explaining complex topics

in digestible ways. Kaltura virtual classroom provides opportunities for teachers to leverage their
own video library as well as video sources like YouTube in the class to drive home their lesson
plan. When teaching, we have to make things dynamic and interesting. We cannot shy away from
producing multimedia experiences such as utilizing presentations, images, whiteboards, and, of
course, video.

 Breakout rooms – Remote and distance education typically ignored peer engagement, but as
educators, we know that peer engagement is critical to any student’s success in the classroom.
Kaltura virtual classroom breakout rooms provide awesome ways for teachers to host directed
breakout room experiences. Students can engage one another safely around content provided
directly by the teacher with a single click of a button. Encourage branching scenarios, role play,
and group projects in breakout rooms.

The Future of Education Innovation

Very often we find ourselves in a time and place where the status quo is the goal. We may be coasting
with enough success in the classroom that there isn’t much appetite to shake things up. For better or
worse, that isn’t the current landscape and not one we can expect to return to anytime soon.

Innovation in the classroom has been unleashed. School districts have quickly realized that they’re behind
and will look to not only catch up but surpass their innovation deficits. Innovation in education trends of
2022 are going to continue and accelerate what we’ve already seen throughout 2020 and 2021.

We can expect to see much more investments in personalized learning, greater acceptance of blended
and hybrid learning, a build-up of asynchronous learning modules to promote independent study,
and more brave innovators embracing artificial intelligence, augmented and virtual reality in the
classroom.

Embracing innovation in education promotes critical thinking, a sense of adventure, and an openness to
adapt that will serve our students in the classroom. It will provide them with the necessary tools to tackle
the challenges of their future workplace and give them the confidence and skills to continue to adapt.

How is The Global College (TGC) using innovation?

Having looked at what is innovation in education and some examples, you might be asking ‘what does
this have to do with The Global College?’. Here at TGC, we embrace change, innovation, and
technological disruption, to ensure our students are best prepared to enter the world of work with the skills
necessary to succeed.
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Our state-of-the-art campus is designed to encourage collaborative learning, and we use the most
advanced technology-based methodologies that help to personalise students’ educational experience and
improve their learning outcomes.

In addition, we receive regular visits from guest speakers and leaders in industry to present to students
about the latest updates in various sectors, helping them be aware of the latest trends.

If you’d like to know more about our approach to innovation, contact us to organize a visit to our campus!

What is Innovative Learning and Innovation in Teaching?

There’s a common belief that innovation in education is only related to technological advancements.
However, in reality, innovation in education transcends technical expertise. The words ‘Innovation’ and
‘Learning’ are synonymous with human nature and tendency. Both these words are beautifully
interdependent on each other. While the stress on innovation can’t be higher, it is a well-established fact
that innovation is driven by learning. The foundation for preparing Creative Leaders of the future starts
with innovative learning. In this article let us look at the innovation in teaching.

Creative Thinking and Design Innovation finds its application across industries and sectors, including the
education sector. The introduction of innovation in education allows students to expand their minds and
develop skills outside the textbooks. As Albert Einstein has aptly quoted, imagination is the real sign of
intelligence. Hence, it is quintessential that we change and improve learning, educating, and teaching
methods according to society’s changing dynamics. Innovative teaching methods are necessary to channel
innovative education and to help learners understand and solve modern-day challenges, break futile social
constructs, and grow towards a sustainable future.

We have compiled diverse thoughts on educational innovations, innovation teaching, and innovation
schools from a multi-cultured set of people across all demographics. Some of the most uplifting ideas are
listed below.

1. What Is Meant By Education?

Education is not and must not be bounded by classrooms, examinations, and grades. Our current
education system is slightly rigid towards following a strict course structure and is validated by tests and
concluded by performance & grades. As stated by research studies and a significant public opinion,
flexibility in students’ assessment piques interest towards a topic. It’s the interest that rushes curiosity and
then grows the human tendency to explore and learn more about the subjects, thus making more room for
newer ideas and innovations.

A child’s tendency to ask questions must be preserved and propagated. Innovation in education is walking
outside of the box, questioning our methods and approaches to encourage all learners’ success. This
difference can be little or can demand groundbreaking changes. In any case, it enables the learning
community to practice innovative learning.

Quite often, due to the continuous changes taking place in the world, quite often, the current curriculum
and examination fail to meet the practical learning requirements of society. Also, they impose
performance pressure and pressure of failure in a slow manner, giving the idea behind assessments a
different, unsuccessful meaning.

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Innovations in education are the only method to make them flexible and create a safe place for students to
learn, try, fail, succeed, and take risks. It’s the growth of the art of learning, which expands a student’s
risk appetite to meet their curiosity and become a Creative Leader in the future.

For example, the world is shifting towards research and applications in Artificial Intelligence, Data
Science, the entire Industry 4.0 Revolution, but our current education methods do not entirely do justice to
teach students about these topics or move ahead of textbook problems. This primarily happens due to the
slightly obsolete curriculum, inflexibility in learning methods, and undue importance to examinations.

2. What Is Innovative Learning?

Innovative learning is the process of creating an atmosphere where students learn about new things
regularly, question them, and think of new ideas on their own. It can involve using technology like –
Augmented reality, Deep Learning, or something as common and necessary as the Internet to let students
explore and understand things. It could be inclusive of more practicals and DIY projects to let learners
take risks and learn by doing. It can also facilitate group explorations that can help in developing skills
like learning from others, growing, and developing harmony amongst themselves, which will later help
them in the future while managing a huge team as a Creative Leader.

Primarily, the idea of educational innovations revolves around one fundamental question – What do you
mean by education? If it’s the art of learning things, then the current curriculum should be more flexible.
Also, it must involve the encouragement of the use of technology and to learn by exploring. It should
reward risks and failures and give lesser validations via grades. Innovation in education should teach us to
look ahead of our current practices and make way for newer approaches.

Nowadays, there is a treasure of information lying around for use, in the form of MOOCs, blogs, and
other resources, to open endless opportunities and propagate innovation in education. Startups are
booming in the EduTech sector, deploying the use of Augmented Reality, Neural Networks to make
learning more engaging and enjoyable, which can promote curiosity and nurture innovation in education.
Specific open source communities are also gaining popularity where discussions on new ideas are
encouraged as well as rewarded, and anyone can present themselves, irrespective of their age.

3. What Is Innovative Teaching?

Teachers build the spirit and nature of the room. Innovative teaching ideas, which support learning,
questioning, exploring, and taking risks, form the foundation of innovative education.

For example, giving responsibility to learners is an excellent learning method. Experimentally, once a
teacher let primary school students pick their chapter to study and asked them to develop practical use
cases and real-life connections of the topic they learned in the lesson at the end. Another teacher asked
students to self-assess their work and understand where they made a mistake or a wrong assumption. The
students loved these methods, got excited, loved being treated as adults & given responsibility, and hence,
they embraced innovative education in an open, curious manner. This is also known as the ‘Flipped
Classroom Model.’

In another of the innovative teaching ideas, the teacher used an immediate feedback system and asked her
students to get a second answer based on the feedback given to them. This removed the stress on getting
good marks to excel and introduced a new method of rewarding risks. According to her, students were
excited about the opportunity to explore and preferred innovative teaching. In a paper ‘Learning from
Errors’ by Janet Metcalfe, a veteran psychologist, the classic rule of avoiding and ignoring mistakes at
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school is heavily criticized. She heavily emphasizes the argument that portraying failure as a negative
word not only holds back an individual learner’s growth but of the entire education system.

In yet another of the innovative teaching methods, a teacher twisted the idea of finding a solution to
finding problems. Problem-finding is similar to problem discovery and demands a learned and
imaginative vision to investigate the missing components or additional layers to improve something. This
is similar to creating products that impact the lives around us. Using this strategy, he provided his students
with the opportunity to think deeply, ask critical questions, and apply creative ways to solve problems.

Some teachers have also mixed technology with textbook learning for better results. The use of videos,
graphic books, story-telling, robots, etc., is intrinsically grown around the idea of innovation school. For
example, a student is more likely to retain a lesson when shown practically than taught vocally, for
example, introducing graphic novels and storybooks for history lessons.

Alternatively, a thorough approach is to apply the Design Thinking process for innovation in teaching and
educational innovations. The ‘Design Thinking Process’ is a structured strategy that identifies challenges,
collects information, generates potential solutions, refines ideas, and tests solutions. This process is
implemented in five phases – Discovery, Interpretation, Ideation, Experimentation, and Evolution. In
reference to innovative schools and innovative teaching methods, the teacher can begin by dividing
students into groups and challenging them with a problem (might be related to the lesson).

This will motivate them to think out of the box and think creatively. After exploring all possible
information, the students must be encouraged to formulate their thoughts to list potential solutions. This is
an excellent approach in innovative education and demands students to interpret their learnings. The
teacher should then push the students to see the opportunity in the problem at hand and create something
with their potential solutions. This process will involve a lot of questioning, self-reflection, teamwork,
peer learning, and curiosity. When the students come up with their final solution, the teacher must provide
feedback and ask students to reflect upon how it could improve their solution.

This entire process is so open that it enables students to question, explore, risk, fail, and uniquely learn
new things.

Teacher Preparation - Instructional Effectiveness

Discussions of teacher preparation generally focus on content (what to teach) rather than pedagogy (how
to teach). Teacher training has changed little in 100 years. Preparation programs rely on lectures
supplemented with 8 weeks of student teaching under minimal university oversight. Lecturing persists for
various reasons: It requires nominal effort, instructors have greater control of what is presented, and
assessing mastery of the material is easy using tests and papers. There are significant disadvantages to
lecturing. Listening to a lecturer and answering questions during the lecture are very different from being
able to perform skillfully in a real-world setting. Research shows that the most effective training of
complex skills occurs when the training follows the elementary paradigm “I do,” “we do,” “you do.” This
model relies on introducing skills through lectures and discussions, in tandem with demonstrating the
skills (I do). This is followed by learners practicing the skills alongside a coach (we do), and finally the
student teacher performing independently with feedback from the coach (you do). Research suggests it is
only when coaching is added to the mix that skills are fully mastered and used effectively in the
classroom.

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What is Instructional Planning?

Teachers use instructional planning as a way to design what topics or objectives students will learn, and
how they will get them to learn the material. High-quality instruction planning should include

 Specific objectives students should master

 Short-term and long-term goals
 Any support teachers will provide, including any IEP supports
 Methods that students will engage in to reach these goals, including individual and group activities
 Use of research and data to show how activities will help students reach their goals
 Assessments teachers will use to monitor individual performance
 Material that will be needed, including primary and supplementary material

To engage in high-quality planning, teachers should use differentiated instruction, tailoring their
instruction to meet the various needs of students. Differentiation includes changing the content, process,
or environment to help different students reach their learning goals. Teachers should be mindful of how
they can differentiate their lessons to meet the needs of various learners as well as students with IEPs. For
example, teachers might provide more challenging math problems to students who are excelling at the
subject. Or, they might find ways to make their presentation interactive to reach auditory, verbal, and
kinesthetic learners. Differentiation covers a broad range of instructional opportunities to meet the needs
of every learner.

Backward planning is a useful tool educators can choose to use to help with their instructional planning.
With backward design, teachers begin planning by first deciding which goals or objectives they want their
students to learn. Then, they decide the steps they will take to help their students reach their goals
including methods and assessments.

The Importance of Instructional Planning

High-quality instructional planning is an important way for teachers to ensure they are making informed
decisions in providing ways to help their students meet their academic goals. Quality materials should be
chosen to support a variety of learning styles and needs. Diverse, enriching materials can supplement a
lesson to make it engaging, yet supportive. They can also be used to engage learning in meaningful
activities that are based on their needs.

Quality Materials in Instructional Planning

Textbook series or curriculum guides are resources used to teach students. Quality materials should:

 Be clear, straightforward, and adaptable

 Provide the purpose of the instruction
 Align with standards (ex. school and state standards, CCSS) to provide clear criteria
 Be based on research to make them well-informed
 Incorporate technology
 Be diverse to meet the various needs of students
 Be mindful of IEPs
 Support various learning styles (ex. Differentiated activities, resources materials, supplies)
 Include specific formal and informal assessments that will be used
 Describe how instruction will be used by specifying moments of scaffolding, any questions that
must be asked, or providing timelines
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When selecting materials, educators should keep in mind how they will work to support a variety of
learning styles.

Instructional Planning Strategies

There are many quality strategies or methods, teachers can use while designing their instruction. By
using backward planning, they can create a strategic plan to help guide their lessons.

Before instruction, they may begin planning by asking with the objective or goal for the unit will be. To
do this, some questions they should ask are:

 What do I want my students to learn?

 What do my students need to know before moving on to the next unit?
 What are my students struggling with, based on past assessments?
 What are my students' strengths, based on past assessments?
 What challenges might my students face during this unit?
 How can I prepare my students to reach these goals?

To help guide their initial planning, teachers can decide 1-3 essential questions that they want their
students to answer by the end of the unit. These questions must be intentional and specific. Examples of
essential questions could be:

 What makes someone good or evil?

 How do one's decisions affect them?
 What does it mean to be brave?
 What factors shape our beliefs?

What are the basic components of instructional planning?

Instructional planning includes creating goals, choosing methodologies and strategies, and selecting
relevant assessments. One of the most crucial parts of instructional planning is deciding on specific
educational objectives students will be expected to master.

What is the importance of instructional planning?

Instructional planning is an important way for teachers to strategically decide what their students will
learn and how they will learn it. An important factor of instructional planning is using differentiated
instruction to meet the various needs of all students.

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