Daily instructional framework – 40 mts

"helping students realise their potential"

1. Stimulation of prior learning

2. Inform students the lesson objectives

3. Presenting the content with learning guidance

4. Performance practice

5. Assess the performance

6. Provide feedback

7. Enhance retention and transfer to the job

1. Stimulate recall of prior learning (readiness)

Help students make sense of new information by relating it to information they already know or something they have already experienced

· Ask questions about previous experiences

· Ask students to watch a video or a picture

· Ask students about their understanding of previous concepts

Ensure the learners are ready to learn and participate in activities by providing an environment to gain their attention

· Stimulate students with novelty, uncertainty and surprise

· Pose thought-provoking questions to the students

· Have students pose questions to be answered by other students

2. Inform students of the objectives

Inform students the objectives to help them understand what they are to learn during the course. Provide objectives before instruction begins.

Methods for stating include:

· Describe action verbs

· Describe criteria for standard performance

· Learner establishes criteria for standard performance

3. Present the content with learning guidance

a. Presenting content:

Use strategies to present and support lesson content to provide more effective, efficient instruction. Organize and chunk the content in a meaningful way. Provide explanations after demonstrations.

Ways to present the lesson include:

· Present vocabulary, classroom collateral

· Provide examples / situations

· Plan / Present multiple versions of the same content such as video, demonstration, PPT, flash cards, field visit, guest speaker

· Use a variety of media to address VAK

b. Providing learning guidance with respect to the differentiation (incorporating MI)

Advise students of strategies to aid them in learning content and of resources available.

Methods to provide learning guidance include:

· Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content

· Model varied learning strategies – chunking, mnemonics, concept mapping, role playing, visualizing, collaborating

· Use examples and non-examples – in addition to providing examples, use non-examples to help students see what not to do or the opposite of examples

· Provide case studies, analogies, visual images and metaphors – case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning

4. Performance practice

Activate student to internalize new skills and knowledge to correct their understanding of all the concepts

Ways to activate learner practice include:

· Elicit recall strategies – ask students to recite, revisit the information they have learned

· Elicit student activities – ask deep-learning questions, make reference to what students already know or have students collaborate with their peers

· Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity to their responses

· Help students integrate new knowledge – provide content in a real life examples

5. Assess performance

In order to evaluate the effectiveness of the instruction, teacher must test to see if the expected learning outcomes have been realised. Student performance has to be based on previously objectives and realization of the subject specific skills.

Methods for testing learning include:

· Pretest for mastery of prerequisite skills

· Formative assessment test to confirm the progress of the learning at the endpoint knowledge or skills

· Post-test to check for mastery of content or skills such as slip test

· Embed questions throughout instruction through oral questioning and/or quizzes as a formative assessment tasks

· Objective referenced performances which measure how well a student has learned a topic

6. Provide feedback

Provide immediate feedback of students’ performance to assess and facilitate learning.

Four types of feedback include:

· Confirmatory feedback – Informs the student they did what he or she were supposed to do

· Corrective and remedial feedback – informs the student the accuracy of their performance or response

· Remedial feedback – Directs students in the right direction to find the correct answer but does not provide the correct answer

· Informative feedback – Provides information (new, different, additions, suggestions) to a student and confirms that you have been actively listening – this information allows sharing between two people

· Analytical feedback – Provides the student with suggestions, recommendations, and information for them to correct their performance

7. Enhance retention and transfer to the job

To help learners develop expertise, they must internalize new knowledge

Methods for helping learners internalize new knowledge include:

· Paraphrase content

· Use metaphors

· Generating examples

· Create concept maps or outlines

· Create job-aids, references, templates, or wizards

· Ask open ended questions

· Help students make sense of new information by relating it to something they already know or they have already experienced

· Provide instructional support, which can be removed after the student learns

Developing oneself as a teacher using innovative teaching methods and strategies to establish constructive and positive relations with all students in guiding them in their development of critical, analytical thinking and problem solving abilities