Planning for

Effective Teaching
BPA JAYAWEERA
Director SDC WUSL
PDTTM 2015

Planning for
Effective Teaching

Effective teaching MIGHT result in student learning.

Teaching and learning are not necessarily related.
Consistently good learning rarely occurs without
effective teaching.
The best, most effective, teachers are those who
establish conditions most conducive to learning.
There are two basic types of conditions:

Basic condition
Desirable condition

Basic Conditions
for Learning

Meaningful Application
Manageable Tasks
Examples of Expected
Performance
Opportunities to Learn
Knowledge of results
SMART

Basic Condition:
1. Meaningful Application
Learning tasks should be related to
situations with which students are
now familiar or to those which they
can reasonably expect to
encounter in the future.
Information and skills should be
shown as useful to students.

Basic Condition:
2.Manageable Tasks
Learning tasks should be
organized so that students have
the prerequisite skills for what
they are asked to do. Tasks
should be arranged
systematically and set at a
difficulty level appropriate for the
student.

Basic Condition:
3.Examples of Expected
Performance
Students should have access to
examples which illustrate how tasks
are to be performed. There should
be examples of optimum, "errorfree" performance (if possible) and
examples of what is acceptable
achievement in various situations.

Basic Condition:
4. opportunities to Learn
Students should be able to practice
learning what they are expected to
learn. This practice may take place
in situations which are either
identical, equivalent, or analogous to
those situations in which students
will need to apply or demonstrate
what they have learned.

Basic Condition:
5.Knowledge of Results
Students should have information
on how well they are progressing.
They need to be aware of the
errors they make, how to go about
correcting those errors, and the
extent to which they are
succeeding.

Desirable Conditions
for Learning
Relevant
Challenging
Opportunities for Choice
Opportunities for Success
Active Involvement
Supportive Environment
Rewards

Desirable Condition:
1.Relevant

Goals
Desires
Cognitivity

Desirable Condition:
2.Chalenge

Call on creativity
Call all the wits-& all the faculties ,
not easy going
Formidable

Desirable Condition:
3.Opportunities for Choice
Enabling students to make choices
about what and how they learn
encourages their participation in
the learning tasks. If students lack
opportunities to make decisions
about their own learning, they will
seldom take responsibility for it.

Desirable Condition:
4.Opportunities for Success
Students should have more than
one opportunity to complete a
learning task successfully. They
should be able to make errors
without always facing a penalty
for failure.

Desirable Condition:
5.Active Involvement
Learning tasks should engage
students and hold their
attention. Students need not be
entertained, but they should be
able to participate actively in
the learning process.

Desirable Condition:
6.Supportive Environment
Students may be threatened or
discouraged by what they are
expected to learn. The
instructional context should be
such that they can get
assistance in working through
the problems they encounter.

Desirable Condition:
7.Rewards

Grading
Commendations
Appreciation
Placement

Teaching for learning

is enhanced when students:

understand what is expected of them

are fully engaged in their work
get recognition for their work
learn quickly about their errors
learn from their errors
receive guidance for improvement work under
a suitable classroom atmosphere
class discipline
openness to learning