Different teachers have their ways of planning instruction. For many teachers, this process starts with settling on an instructional activity followed by writing suitable objectives and assessments. By starting with instructional activities to be done, the teacher will identify suitable teaching methods that should be applied to help achieve the objectives. Settling on these teaching methods will ensure that the success rate of meeting the objectives will be high. Furthermore, introducing instructional activities first is vital because it helps students understand what the lesson entails.
Starting with an instructional activity helps the teacher determine the extent of the scope of the lesson. Each lesson should have a scope that caters to understanding by every student. The teacher should also create a plan that encompasses the diverse needs of all students in the class. This process of starting with an instructional activity enables the teacher to know the scope of the lesson and then tailor the lesson in a manner that caters to students' needs.
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Despite the benefits that this method of planning instruction has, there are some limitations to its use. First, if teachers are unfamiliar with its use, they may end up planning an ineffective teaching plan that fails to impart the required skills to students (Adu-Gyamfi, 2014). This method requires a total understanding by the teachers to develop the objectives and assessment in line with the instructional activity. Failing to understand the concept well implies that the teacher will not achieve the lesson's set objectives.
At times, deciding on starting with an instructional activity may cause the teacher to wrongly choose a broad theme that may make it difficult for students to conceptualize the lessons' ideas. A broad theme may prove to be a more significant challenge for the students with learning difficulties, which further worsens the situation. Therefore, it is essential to plan instructions in a manner that facilitates the achievement of the lesson's objectives.
Reference
Adu-Gyamfi, K. (2014). Challenges faced by science teachers in the teaching of integrated science in Ghanaian junior high schools . Journal of Science and Mathematics Education, 6., 59-80. https://doi.org/10.1177/2158244017706710
