Instructional Plan Design Analysis

Instructional Plan Design Analysis

The essential elements of instructional plan templates are very useful to educators especially when it comes to planning for lessons. The key elements include the following. First, teachers should teach to the objective. It involves a teacher identifying the goal of the lesson and find how to get his/her students there. What is that that students should know? At the end of the lesson, what concepts have students understood and can do that they were unable to do before the lesson? When a teacher tries to teach to the objective, each, and every action he/she takes will account for his/her progress towards the target.

The second element is the use of a psycho-neural principle of learning. The question is, what should teachers do to ensure that students remember what they learn? Should teachers increase the rate at which their students learn concepts for the first time? The best thing to do is to find a way of motivating the students (Drake, 2012). Students get motivated and participate in the class when their teacher uses words such as everyone, each and all of you.    Also, the students will participate when the teacher’s actions are in harmony with the objectives of the lesson. Third, teachers should select goals at the correct level of difficulty. It is better for teachers to use task analysis when trying to construct an appropriate goal. The benchmark will identify the dependent steps so that the teacher can perform the task at the very best level. However, it is good if a student’s prior knowledge is diagnosed so that a right entry point is found for teaching.

Lastly, monitor learners and adjust teaching. Teachers are advised to monitor how their students learn the lesson. Therefore, teachers will assess how the students write, give presentations and respond to questions. The feedbacks from the assessment will make the teachers decide on what to do. The teacher might choose to provide an assignment, re-teach or move on to the next level. The paper will contain the essential element of the instructional plan for three models. The instructional plan templates include understanding by design by Grant Wiggins and Jay Mc Tighe, Madeline Hunter’s lesson plan format and Common Core State Standard by New York State Education Department. Also, the paper will cover what I have identified as the most effective instructional plan.

Hunter: For this template, the key components include the following. First, getting students set to learn. However, this encompasses reviewing the previous learning materials that are relevant to the lesson. Also, it includes ensuring students focus their mind on the learning materials that will be presented by the teacher. Lastly, the teachers will write the objectives for that particular lesson. The second step is to give instruction. The instruction involves input and modeling (Ebert II, Ebert, & Bentley, 2011). The teacher will present a new concept and demonstrate where appropriate. Third, the teacher will check for students’ understanding. The teacher will try to determine the progress of the students in terms of understanding the information. Also, the teachers will provide a guided practice so that they apply what they have just learned in class. The fourth step in this model involves independent practice. The teacher will give an opportunity to the students to further practice the new concept after seeing that they have understood. Madeline Hunter’s lesson plan format is unique in that it does not collect assessment evidence to show that students have understood the concept

The gradual release of responsibility model assumes the responsibilities of handling the tasks to the students other than the teachers. Therefore, it is considered the best approaches that have been used to improve the literacy levels of the students (Fisher & Frey, 2013). Madeline Hunter’s lesson plan format has represented the gradual release of responsibility model in the following ways. First, the model allows the teachers to focus lessons on their students by building background knowledge. Also, the model allows students to carry out independent work so that they practice the concepts in new ways. The teacher assesses students through questioning them and providing group work or homework so that she/he can know if they have understood the concepts. Critical thinking in students is depicted when students are asked to carry out an independent practice of the information provided in the class in a new way. Therefore, they are required to think critically and remember the information thought when doing the practice.

New York State Education Department: The standard helps the students with providing what they are expected to learn. The key components of the standard include the following. The first element is modeling, and it involves the teacher demonstrating the skill performance. The standard emphasizes the teachers to use physical objects to clarify the message. The second component is guided practice. Both the teacher and the students work on the problem at the same time (McLaughlin, & Overturf, 2013). Third, the teacher will check the understanding of the students. During the lesson, the teacher will have to check the student’s degree of understanding to track their progress. Fourth, the teacher will carry out an independent practice. Students will be asked to practice what they are being thought. The last component is lesson closure. They are activities involved at the end of the lesson so that students can reinforce what they have learned. The common core standard is unique from the other models in various ways. It only relies on what is essential and does not consider all that should be thought by the teachers.  Additionally, it does not define how the educators should teach, it only recommend what students should know and able to do

The common core standards represent the gradual release of responsibility in the following way. First, it is represented by guided instruction. Students are asked questions and being led through various tasks to ensure they understand. Also, students are given independent work so that they apply the information in a new way. The model involves assessing the prerequisite skills of the students. Therefore, the educators will provide quiz or tell the students to write self-reports. Also, the assessment is practiced by implementing lesson closure activities. The activities are used to evaluate how students can retain information. The model engages students in critical thinking in the following way. When students are speaking and listening, they are required to listen carefully and work together so that they can evaluate what they hear.

Grant Wiggins and Jay Mc Tighe: Understanding by design is based on three stages, and they include the following. First is to identify the desired results. The desired result is obtained by using content standards or common core standards. It also focuses on identifying things that students should know and be able to do. The second stage involves determining acceptable evidence. Therefore, the educators will plan performance task for their students and try to provide evidence that will show they understand (Wiggins, & McTighe, 2011). Lastly, the model involves planning learning activities. After identifying the required results and evidence that students have understood, then the teachers are in pole position to plan instructional activities. Understanding by design is unique in that it does not involve checking the understanding level of the students.

Understanding by design represents a gradual release of responsibility model in the following way. The teacher uses the guided instruction to plan the activities and demonstrate to the students. Similarly, students would listen and interact while working collaboratively. Assessment is depicted here through the following methods. First, teachers can check the understanding of students by carrying out observation, dialog and oral questions.  Also, students can be provided with tests and academic prompts.

From my research, I have found common core standard being the best and high-quality instructional plan template. It is simple to use since a person only needs to ensure all the lessons being thought are aligned to the standards. Similarly, the model is useful for transparency and planning of lessons. For example, when an instructor writes the units, he or she will write for the entire month. Also, you can organize your lessons by days or weeks. The common core standard allows the teacher to share his/her lessons with the colleagues.

In conclusion, I would recommend my fellow educators to use common core standards instructional plan template since it is the best. The strengths of common core standards include the following. It helps teachers when planning as they will start with a goal in mind. The template also allows sharing of features. Therefore, teachers and parents can keep track of the projects or assignments. I will recommend teachers and schools to use common curriculum analysis template. It is good since it allows you to create your own template and align to common core standards.  Also, one can share lessons among teachers. Second, I will recommend them to use lesson planning or design template. It provides specific guidance on designing lessons. Also, it ensures the lessons are aligned with effective instructional technique.


Drake, S. M. (2012). Creating standards-based integrated curriculum: The common core state standards Edition. Corwin Press.

Ebert II, E. S., Ebert, C., & Bentley, M. L. (2011). The Educator’s Field Guide: From Organization to Assessment (And Everything in Between). Corwin Press.

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.

McLaughlin, M., & Overturf, B. J. (2013). The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards. International Reading Assoc..

Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD.

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