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Assignment No 1 8601

Here assignment no 1 question no.2 of 8601

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25 views

Assignment No 1 8601

Here assignment no 1 question no.2 of 8601

Uploaded by

Mix Achaar
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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QUESTION NO.

2
How does a teacher design the instructions? How can a teacher assess the
effectiveness of the taught lesson by him/her?

ANSWER:

❖ DEFINATION

“Instruction refers to the process of teaching or imparting knowledge, skills, and information to learners.
It involves systematic planning, delivery, and assessment to facilitate learning. Instruction can take place
in various settings, such as classrooms, workshops, online platforms, or one-on-one tutoring sessions”

What is design?
Design implies a systematic or intensive planning and ideation process prior to the
development of something or the execution of some plan in order to solve a problem.

Design has many applications. Design can be used to improve products, processes and
environments thereby improving daily lives of people. Using a systematic and creative
process, which has human needs at the core, design helps to solve human problem and
bring about responsible change.

➢ Description:
It takes into consideration: content characteristics, learners' needs and preferences, features of the
classroom and institutional environment, and availability of resources. Instructional design functions as
a knowledge base that can guide educational practice.

Systematic Design of Instruction .

Here are step of design instruction.

1. Goal

The instructional goal is identified by identifying the skills and knowledge that learners expect to be
included in the instruction. The goal represents what someone would be doing if he or she were
demonstrating he or she could already perform the goal. A goal analysis consists of identifying what it
is the students will be able to do, not what they have been or will be taught, told, or read.

2. Analysis of the learners

This is an analysis of what the learners expect to learn: the skills, knowledge, application that is
desired. Analysis may look at generalities (what is missing in medical care) and also at the achievement
needed to reach the goal. The entry level of learners in terms of their existing knowledge and skills, and
what instruction is needed to bring the learners to mastery at the level desired is the analysis. Both
learner analysis and context analysis is necessary to prepare the instruction. Some learners may need to
complete prework to bring them to a level for instruction to be productive.

3. Develop Needs

o What learning should occur to bring the learners to the desired performance level.
o What should the learners already know or be able to do and how do they learn best?
o What is the personal setting in which the skills and knowledge will be used?

Instruction must contribute to meeting an identified need by providing the skills and knowledge
expected. Knowing the learners, the need, and the environment in which the learning will be used all
contribute to developing the needs. Since motivation is an important factor in identifying needs, the
ARCS model is a good introduction to needs analysis . Learners are motivated by wishing to do their
job in the best possible way.
4. Create objectives
o Learning objectives are based on the learner needs that have been established.
o Objectives serve as a guide both to planning instruction and for the learners to know what
learning to expect.
o Learning objectives are stated in terms of active verbs and should indicate what the learner will
be able to do as a result of the learning experience.

5. Design the learning


o Learning experiences reflect the learning indicated by the objectives.
o A meaningful learning experience is set in a context to enhance the type of learning, and reflects
needs and objectives and prepares for the expected outcome.
o Remember that an expository or informational part of the learning process should also provide
learners with an opportunity to practice or apply what they have learned. In this way, they will
remember the information, gain skills, and transfer the learning into their own context of
practice.
o Always consider the best delivery approach and how practice can be undertaken to best effect.

6. Participate in feedback

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