Instructional Planning Research Articles

Enhancing learners' self‐efficacy to support L2 motivation: The need for strengths analysis

AbstractMany second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self‐efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self‐efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.

Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application

ABSTRACT From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, historical evidence that informs pluralistic lived experiences may often be lacking. Arts integration, which simultaneously draws upon artistic and disciplinary practices, may be a promising avenue for informing engagement in historical empathy by harnessing the humanizing power of art. This descriptive case study explored that possibility by examining Arts Integrated Historical Empathy’s (AIHE) capacity for informing preservice social studies teachers’ (PSTs) pluralistic engagement with historical figures’ lived experiences and their subsequent efforts toward instructional planning for the secondary classroom. Analysis of recorded discussions, work products, written reflections, interviews, and the PSTs’ instructional planning revealed that arts integration added a sense of realism to historical figures’ contextually specific circumstances, fostered reflexive connections to historical figures’ perspectives and affective responses, and promoted pluralistic engagement with historical figures’ socioculturally situated perspectives. Moreover, the creation process embedded in AIHE played a crucial role in promoting engagement and display of historical empathy. However, despite recognizing and reflecting on these affordances, the PSTs struggled to plan inquiries that balanced disciplinary and artistic priorities to take advantage of AIHE’s mutually reinforcing elements.

Evoking Challenges Associated with the Newness of Teaching: A Collaborative Self-Study of Teacher Educators Forced Online During the Pandemic

ABSTRACT This article reports on how four faculty self-study learning group members reexperienced the newness of teaching when forced to move online because of the COVID-19 pandemic. As a collaborative self-study of experienced teacher educators, we explored our abrupt transitions in teaching over one year through journal entries and individual interviews about our experiences. To better inform and contextualize our analysis, data on our teaching was considered in relation to the PDE 430, an evaluative tool used in our state for assessing both professional employees in PK-12 and the quality of teacher preparation programs. Based on the categories of professional practice reflected in the PDE 430, the findings of our study reveal the various ways in which we struggled to plan for instruction, manage the classroom, deliver instruction, and embody professionalism in our new teaching context. By analyzing these experiences as beginners in the specific context of teaching online, we highlight the importance of developing empathy with teacher candidates, staying current in our fields, and being willing to share our vulnerabilities and uncertainties.

Developing a Hypothetical Learning Trajectory with Problem-Based Learning and a Learning Medium for Middle School

A teacher must consider the learning trajectory that will emerge during the learning process while designing an instructional plan. In mathematics, the degree to which students comprehend the learning context the teacher applies indicates the teacher's ability to construct a learning framework. This study aims to design the Hypothetical Learning Trajectory (HLT) for learning linear equations in two variables using the graphical method, problem-based learning, and the WolframAlpha application (as a learning medium). The design research methodology was used to construct the HLT design. This study begins with interviews with teachers who have taught similar material and students who have received this learning material. The findings from these interviews serve as the foundation for this research. As a result, this study provided an HLT design employing the graphical method for teaching mathematics in middle schools. It was discovered that the order in which students solved problems on the HLT corresponded to their cognitive states. Using the proposed learning trajectory design, students will find it less scary to advance through the current mathematical learning stages. Students might follow each procedural step without teacher pressure using this method. The developed learning strategy is expected to be able to solve the provided mathematical problem. Moreover, this HLT design indicates that the contextual qualities of the problem-based learning model make it best suited for relevant material.

Exploring Innovative Teaching Strategies of the Singapore English Language Curriculum: A Learning Experience of Lesson Study

The innovative teaching strategies employed within the context of Singapore's educational framework have been judiciously applied to enhance and enrich the English Language Curriculum. These have been strategically integrated into the pedagogical landscape of English language education. By infusing the English Language Curriculum with these innovative teaching strategies, educators and learners alike have been afforded a dynamic and progressive educational experience that transcends traditional paradigms. This study was conducted in a lesson study. The conducted Lesson Study unfolded across a meticulously orchestrated tripartite framework encompassing distinct research stages: training, instructional planning, and lesson observation. Initially, the data were subjected to a process of "open coding," as per the methodological tenets. Subsequently, a process of categorical organization ensued, wherein the data were systematically sorted into discrete categories. The finding showed that The intricate interplay between lesson study and curriculum innovation has unfolded as a symphonic harmonization that bridges the theoretical constructs of education with the practical realm of pedagogical implementation, immersing itself deeply within the crucible of the classroom.

Development of Problem-Solving Skills of a Student with Cochlear Implant in Social Studies: An Action Research

Children with hearing loss may have difficulty controlling/manipulating variables when solving multi-item problems when their language skills are not fully developed. Therefore, this situation limits students with hearing loss from using the strategies needed to solve problems. The aim of this research is to study the developmental process of the problem-solving skills of a student with a cochlear implant in Social Studies courses in an inclusive environment. This paper presents action research. The participants of the study consisted of a 6th grade student with cochlear implant in an inclusive environment, the researcher, the social studies teacher, and the members of the validity committee. The research was conducted between September 27, 2022, and January 5, 2023. Research data were collected using individualized education program, instructional plans and audio-visual materials, observations, interviews, documents, problem solving skill assessment rubric and research journal. Based on the outcomes of a fourteen-week teaching practice, it can be claimed that the student has gained an awareness of the operations in the problem-solving process; however, he still has difficulty transferring his existing knowledge of Social Studies subjects and applying it to new tasks, and there is a persisting need for supplementary education in performing these operations independently.

국립국악원 국악 디지털 음원-국악기 음색을 활용한 <수업 종 만들기> 창작 지도

This study devises a method for instructing the creative activity of 'Making Class
 Bells' using the tone of Korean traditional instruments from the gugak (Korean
 traditional music) digital sound source provided by the National Gugak Center.
 First, as a result of reviewing the aspects of gugak creation content included in
 the 2015 revised middle school music textbook, there were no creative activities
 utilizing the tones of gugak instruments. Based on the reviewed contents, an
 instruction plan of the creative activity using the tone of gugak instruments
 consists of four steps: the step of exploring gugak instruments, the step of
 distinguishing the tones of gugak instruments, the step of utilizing the tones of
 gugak instruments, and the step of submitting what they created. Following these
 steps, the creative activity of 'Making Class Bell', made up of eight classes, was
 applied to the first-year middle school students in Seocho-gu, Seoul. The first
 result is that students were able to experience the tone of gugak instruments and
 further the harmony of sound. Second, they were able to practice gugak in their
 life. Third, this activity shows that the gugak creative education using digital
 media can become active. Fourth, they can enjoy various gugak instruments. Fifth,
 they can develop their creativity through the composition activity.

Using Efficient Planning for Achieving Course Learning Outcomes in EFL Classes at Taif University

This study investigates the efficiency and effectiveness of English as a Foreign Language (EFL) teachers in planning their lectures. The primary objective is to determine the extent to which teachers at the English Language Center (ELC) at Taif University, Kingdom of Saudi Arabia, successfully plan their lessons. A questionnaire was administered to a sample of 26 teaching staff, consisting of 13 males and 13 females. The results of a t-test conducted at a significance level of 0.05 reveal that class or lesson planning plays a crucial role in facilitating effective language teaching and learning. Adequate planning enables teachers to make informed decisions about lesson principles and helps in achieving desired learning outcomes. In order to make informed decisions on the selection of topics, scenarios, methods, techniques, and procedures for their courses, educators are required to adopt a systematic approach. Educators have the potential to enhance the quality of their instructional sessions and optimize educational achievements among learners through the conscientious observance of these facets of lesson preparation. This study contributes to the existing literature on EFL teaching practices by providing insights for educators to improve their instructional planning strategies.
 Overall, the findings emphasize the significance of thorough planning in EFL instruction and highlight its impact on successful teaching and learning experiences.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
 Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
 Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
 Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.

Combine DGBL with AI system: A Technical Guidance to Reduce Teacher’ s Burden in Digital Game-based Learning

Game-based learning has been regarded as a increasing popular method in current teaching process, however, it really burdens teacher as it requires teachers to invest abundant energy and time to design. Aims at reducing teaching burden, this research has proposed a guidance system design based on large language model (LLM) and blockchain technology. In this design, system framework has been divided into 3 layers: user layer, application layer and technical layer. Initially, teachers input their instructional plans, while students signing up their learner profiles. This information is securely recorded on the blockchain for data integrity. The results stemming from data prediction and feature engineering are then incorporated into the LLM , facilitating the visualization of strategies tailored to address specific learning challenges. As the process advances, the information undergoes automated scrutiny to evaluate the learning conditions, ultimately selecting an appropriate DGBL cases with a proven track record in similar scenarios. This aids teachers in crafting personalized learning blueprints, informed by the insights gleaned from the feature engineering analysis and its impact on students' learning experiences. The concluding phase involves tracking and assessment, wherein an automated evaluation of student performance is conducted based on study data and LLM-generated questionnaires. Teachers subsequently review the results and recommendations to enhance the quality of their instructional methodologies, and the learner portrait will also be renewed according to received data. This guidance system still has some disadvantages, such as lacking sequential consistency in the responses generated by the model. In summary, a future direction for this research is to develop specific LLM systems for specific school segments and instructional needs to help teachers implement DGBL

Rationalizing the Role of Teacher Leadership in School Development Towards Creative and Sustainable Development Framework

This research endeavors address the intricate interplay between teacher leadership and school development by formulating a robust and sustainable framework that optimizes the role of educators in propelling educational progress. The study encompasses an in-depth analysis of various dimensions, including teacher profiles based on age, gender, and years of teaching experience. Moreover, the research meticulously evaluates the teacher leadership attributes, intricately aligned with professional practice standards encompassing learner development, handling learning differences, cultivating an enriching learning environment, mastering content knowledge, adeptly applying content, skillful assessment techniques, meticulous instructional planning, effective employment of instructional strategies, dedication to continuous professional learning and ethical practice, as well as adept leadership and collaboration skills. This study further explores potential variations in teacher leadership attributes among different profile groupings. It also examines the extent of participation in school development, considering the active engagement in knowledge dissemination, curriculum enhancement initiatives, fostering teacher growth, and effective school leadership and management practices.

Conception, Features, and Framework of Curriculum and Instruction Integration

Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction.

A self-study of an inter-university partnership to integrate technology into instruction

ABSTRACT This study examines an initial attempt of two literacy and educational technology teacher educators to establish an inter-university partnership among 58 teacher candidates learning to integrate educational technology to support literacy instruction by creating an online professional learning community. This study uses self-study as a form of inquiry to examine teacher candidates’ perceptions about the collaborative model and their use of technology integration. Findings focus on teacher educator experiences and teacher candidates’ integrating technology into instructional planning. Teacher educator themes centre on the importance of synchronising planning and devising strategies to garner participation between members of an inter-university partnership. Teacher candidate themes illustrate how empathy for others’ learning can increase technological self-efficacy and strategies when using an online space to share technology integration experiences. This study provides teacher educators with strategies to establish an inter-university partnership aimed at exploring apps to design instruction.

Exploring TESOL graduate students’ perceptions towards Global Englishes in Nepal

ABSTRACT With the global spread of English, an entrenched native speakerism ideology is problematized by the Global Englishes (GE) paradigm. GE scholars have called for actions to implement Global Englishes language teaching (GELT) to prepare learners to use English with diverse English users. Before implementing any classroom innovation like GELT, exploring learners’ perceptions of GE and GELT is essential since they provide valuable insights for instructional planning and material development tailored to learners’ needs. The present study examined the perceptions of 10 TESOL graduate students in Nepal, an under-researched population and context, toward standard English, regional South Asian English varieties, GE, and GELT. Using a volunteer sampling technique, the participants were recruited from two universities in Kathmandu, the capital city of Nepal. The interview data revealed that the participants repudiated a standard language ideology associated with the Inner Circle contexts and opted to learn English to communicate with diverse English users. The participants also reported that South Asian Englishes have distinct features influenced by South Asian values, cultures, and traditions. Although participants acknowledged the affordances of implementing the GE paradigm, they were reluctant to use English varieties in their classrooms due to inadequate GE learning materials.

An Inquiry into the Evolution of the Project-based Instructional Approach “Three” from “A Program” to “A High-quality Course”

Within the context of education reform, there is a pressing need to overhaul and enhance the existing educational approach. As part of this endeavor, it is imperative to establish a more adaptable and multifaceted project-based teaching methodology. However, it is important to acknowledge that this approach also exhibits certain inherent limits, which become increasingly apparent during its implementation. However, it is worth considering if this particular pedagogical approach can effectively address its inherent limits and successfully facilitate the desired transformation and advancement of the educational system. This research aims to examine the efficacy of the “three” teaching approach in facilitating the transition from a mere instructional plan to an effective classroom experience.

야외 운동기구를 활용한 서킷트레이닝이 저 체력 학생의 건강체력 및 신체적 자기효능감에 미치는 영향

The purposes of this study are to plan a circuit training exercise program with outdoor exercise equipment on physical fitness and physical self-efficacy. among the 1st grade male students of T High School in Gimpo City, 40 students lowphysical strength were the subjects of the study. The findings were as follows: First, the students engaged in self-directed physical activities by devising a specific instructional plan for circuit training exercise and concrete circuit practice methods and participating in them for themselves to promote their health-related physical fitness; secondly, the circuit training exercise program stimulated the students' internal participation motivation and encouraged them to improve their health-related physical fitness in muscular strength, power, flexibility, and cardiopulmonary endurance; and finally, the circuit training exercise program helped the students shake off the stereotype that exercise was tiresome and hard, change their perception of exercise as an easy and fun activity, and improve their physical self-efficacy.

Imperativeness of the use of Assure Model in Inclusive Agricultural Education in Nigerian Universities

Implementing inclusive Agricultural Education effectively in this digital era in Nigerian universities has been a serious challenge to lecturers in Nigeria. In most cases, they change the learners’ learning styles which are more digitally inclined to fit their teaching method instead of adapting an innovative teaching method to suit the learners for effective learning. Since there was no adapted model that could help the lecturers of Agricultural Education to achieve inclusiveness, the learners struggle to adapt to the teaching method first rather than learning the content of the course. To avoid such waste of time, energy, effort, and most importantly, frustration for students, this theoretical paper, therefore, identified the gap existing in the use of ASSURE Model in inclusive agricultural education in Nigerian universities. It explored the immeasurable steps involved in the use of ASSURE Model for effective teaching and learning of inclusive agricultural education in Nigerian universities. The review also summarizes the constituents of ASSURE Model for better assimilation and planning of subsequent instruction in inclusive agricultural education in Nigerian universities. It also reported the features, practices, and imperativeness of the use of ASSURE Model in inclusive agricultural education in Nigerian universities for improved learning.

DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY

Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items. Keywords: science and technology lesson, attitude toward science and technology courses, attitude scale development

Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms

Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.

Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning

ABSTRACT One of the main challenges of the current school education system is responding appropriately to students’ diversity within the classroom. As an instructional approach that acknowledges students’ diversity, differentiated instruction has been increasingly recognised as an important means for inclusive education. Despite its recognised advantages, only a few teachers consistently implement it for various reasons. Considering the importance of differentiation for developing an inclusive education and the fact that curriculum planning is essential for effective differentiation, this paper aims to explore the correlation between teachers’ assumptions and beliefs regarding curriculum and curriculum planning and the difficulties they perceive in designing and implementing differentiated instructional plans. To achieve this goal, researchers developed an in-service training programme that spanned the entire school year, involving six teachers as research cases. Data collection methods included reflective portfolios, interviews, and observation of teachers’ lessons. Results showed that when teachers were challenged to plan a differentiated lesson, they became aware of their mindset, were able to reflect on it, and consistently changed some of their teaching practices. They also showed that teachers’ mindsets regarding curriculum and curriculum planning were related to how they perceived difficulties in designing and implementing their instructional plans.