CUR RI CULUM

PL ANN ING
&
MI CROTE AC HING
CON CE PT
Curriculum/Course Planning
1. One of the traits of effective teachers is that
they plan their lessons.
2. 3 levels of curriculum/course planning; yearly,
semester and daily lesson plans
3. To have a good curriculum plan, teachers must
realize the importance of curriculum planning.
Besides, he/she must be able to interpret the
syllabus outlined by the Kementerian
Pendidikan. Apart of that, he/she must also be
able to identify the correct format of curriculum
planning.
Curriculum Planning Concept
 Curriculum planning is a program designed by
teachers based on the syllabus of a particular
subject matter prepared by Kementerian
Pendidikan.
 The aim of the curriculum is to become an outline
for the teaching and learning program for a
particular subject matter.
 Based on the curriculum, teachers will be able to
implement their teaching according to the syllabus
systematically and with appropriate level of delivery.
 Typically,, curriculum planning involves yearly and
semester curriculum planning and daily lesson plan.
 The Importance of Curriculum
Planning
1. To make teachers analyze and interpret the syllabus to
be taught.
2. To make teachers choose the skills and content from the
syllabus and organized it to the right sequence.
3. To make teachers plan his/her teaching based on school
activities (Taqwim sekolah)
4. To make teachers implement his/her lesson according
to the schedule
5. To make teachers realize the appropriate teaching and
learning strategies before its implementation
6. To make teachers prepare the appropriate teaching
materials
Curriculum Planning Format
Curriculum Planning Format usually consists of
statements about these matters; semester,
week, topic, topic to be taught, skills, noble
values and teaching and learning strategies.
An example of a curriculum planning format for
a semester is shown in handout.
Tips for Curriculum Planning
 Yearly curriculum planning must be based on the
syllabus of a particular subject matter. Important
things such as the main topics and the objectives
must be included in the planning.
 A term curriculum planning (rancangan kerja
penggal) is designed based on the yearly
curriculum planning. For a term curriculum
planning, things to be included will be as such;
date/week, topic, objectives, activities, noble
values and teaching materials. (Please refer to
hand-out).
 A term curriculum planning
 Must be designed before the term starts.
 Written in a precise and clear manner
 The topic is organized based on teaching and
learning principles or theories.
 Weekly curriculum planning is designed based
on a term curriculum planning.
 Important matters to be included in weekly
curriculum planning are form, subject, topic, skills
and noble values.
Daily Lesson Plan
Events of instruction
• Preparation (date, time, class, subject, topic,
objective, prior knowledge, summarization of
content, teaching materials and noble values)
• Delivery consists of 2 steps that are Induction
Set and Development (Content sequencing,
skills and noble values development, teaching
strategies, formative evaluation)
• Closing (Summative and summarization
methods)
 Prior Knowledge
 Typically known as previous knowledge and refers to
students’ understanding and competency levels and
experiences possess by students before lesson starts.
 The importance of knowing prior knowledge will help
teachers to;
3. Determine instructional objectives based on students’
prior knowledge and experience
4. Determine teaching and learning strategies
5. Choose appropriate learning materials to students’
abilities
6. Relate prior knowledge to set induction
 Instructional Objectives
 Must be stated explicitly that is it must contains 3
components; behavioral
changes/verb/performance, situation and criteria
(criteria for acceptable performance).
 Involves 4 types of objectives; cognitive (mental),
affective (emotional),psychomotor (body,
manipulative skills) and spiritual objectives which
refers to the 4 human domains (J.E.R.I)
 Noble values included in which domains?
 The Importance Preparation
Stage

1. Contains information that is important for instructional

implementation
2. Based on the information, teachers will be able to
choose and prepare appropriate teaching materials
3. Based on the information, teachers will be able to
relate induction set to students’ prior knowledge
4. The outlined objectives will direct teachers to the right
content and teaching strategies
5. Teaching sources will help teachers to choose
appropriate teaching materials
6. The cultivation of noble values will be implemented
 Delivery Stage
1. Induction Set
- The introductory stage
- The aim is to focus students’ thinking and attract
their interest to the lesson.
- Techniques that can be used involved the usage
of teaching materials/aids, giving motivation,
story telling, revise previous topic, reflect
previous topic, questioning.
- Takes not more than 5 minutes
 Delivery
2. Development
- The second part of delivery stage.
- Refers to the systematic and developmental instructional
steps based on teaching and learning principles or
theories.
- Some examples of teaching and learning principles are the
principles from concrete to abstract or from simple to
complex.
- Teachers must use appropriate teaching methods and
strategies.
- The delivered content must have the skills stated in the
instructional objectives (content = knowledge and skills)
- Teaching methods and strategies must be designed so as
to achieve the instructional objectives to the optimal
 Closing
 The end of an instruction
 Consists of evaluation and conclusions.
 Evaluation – the aim is to determine the degree to which
students have achieved the instructional objectives – the
design of evaluation methods and techniques must then
refers to the instructional objectives.
 Conclusion involves cognitive conclusion and social
conclusion.
 Cognitive conclusion refers to the conclusion of the main
points that have been covered in the lesson.
 Social conclusion refers to the positive reinforcement
given either in a form of remark/oral or body actions (ex.
smiles),
Microteaching Concept
 Microteaching is a teaching technique that occurs in
five to fifteen minutes to teach a particular contents
and skills to a group of five to ten students.
 The aim of micro teaching is to develop teaching skills
during the classroom teaching and learning process in
a particular teacher.
 The objectives of micro teaching is to make training
teachers to acquire the techniques of set induction,
questioning, stimulating students participation,
explanation with various examples, illustrations or
teaching materials, the use of white board,
reinforcement and closing part of an instruction.
Micro Teaching Skills
 Set Induction Skill
 Questioning Skill

 Various Stimulation Skill

 Explanation Skill

 White Board Skill

 Reinforcement Skill

 Closing Skill
Set Induction
 Set induction is the introductory part of an
instruction. Its aim is to focus students’
thinking and interest to the lesson.
 Techniques that can be used include the
usage of teaching materials, motivation,
questioning, revision on the previous topic,
guide students to reflect on what they know.
Principles of set induction
1. Appropriate to students experience, ability
and age.
2. Interrelated to the new materials to be
learnt
3. Interrelated to students’ prior knowledge
4. Focusing students’ interest and attention
5. Implemented and achieved its’ objectives in
a short time
Set Induction Skill
Components
 Set induction skill consists of 4 components;
focusing students attention, motivate students’
motivation, making interrelation and structuring.
 Focusing students’ attention can be done by
voice intonation, the usage of teaching materials,
using gestures, eye contact (body language) or
exhibiting extraordinary activities.
 Motivating students’ motivation can be done by
arousing students’ curiosity, using story telling
technique, exhibiting meaningful activities and
using challenging questions.
Induction Set Skill
Components
 Making interrelation between set induction to
the lesson can be done by stating the scope of
the lesson, using a series of related questions,
stating the procedures of implementing the
lesson, and stating the activities, assignment
and project to be carried out.
 Structuring can be done by interrelating
induction set to students’ previous knowledge,
to the new knowledge to be learnt, to recent
events, and to students interest and
experience.
 Questioning Skill
 Questioning technique is important because almost
all teaching and learning process involves
questioning. Questioning is done during set
induction, development and closing stages.
 Principles in using questioning technique.
3. Item construction
d. Items constructed must be appropriate to students’
age, abilities and experiences
e. Item questions must be constructed before lesson
starts
f. The language and terminologies used in items
questions must be understood by the students.
Questioning Skill
a. In order to get students’ interest, the questions’
format must be changed from time to time.
b. The constructed questions must help students to
think. Avoid asking questions that contains its’ own
answers. “Bumi kita adalah suatu sfera yang
besar, betulkah?.
c. The constructed questions must be precise
(accurate/exact), concise (short) and clear.
Questioning Skill
2. Questioning technique
b. Teacher asks question, takes a pause for a while
and then calls student name.
c. Questions must be ask to the whole class and not
to a selected group of students for example the
clever students.
d. To ensure that all students pay attention to the
lesson, teacher may asked one student to repeat
the answer given from another student.
e. To get student attention, teacher may ask
question only once but with a loud and clear
voice. Teacher must ensure that all students are
ready to listen.
 Questioning Skill
3. Receiving students’ answers
b. Praise students who give correct answers
c. Teachers must avoid from repeating students’ answers
d. If the answer is good and important, teacher may asked
other students to repeat the answer.
e. If the answer is incomplete, teacher may asked other
students to complete it or he/she himself/herself
completes it.
f. If the students cannot answer the question, teacher may
guide the students to answer by changing the level of the
question to a more lower level.
Questioning Skill
a. Avoid receiving answers given by the whole
class or from a group of students. Only
receives individual answers.
b. In order to promote students participation,
teachers must not ridicule/mock students’
wrong answers.
 Questioning Objectives
1. Evaluate students’ knowledge and understanding
2. Stimulate and to pock/mine/dig students’ thinking
3. Guide students to make conclusions using inquiry-
discovery approach
4. To get students’ attention to teacher’s activities or
statements
5. Evaluate teachers’ teaching effectiveness and
instructional objectives achievement
6. Helps students to do revision
 Questioning Objectives
1. To have good rapport/bond/relationship between teacher
and students through questioning activities
2. To reinforce students’ understanding and concepts that
newly learnt during closing stage
3. To create students’ interest and curiosity by
posing/asking interesting and challenging questions
4. To develop students’ thinking through a series of
systematic questioning
5. To make students involve actively in teaching and
learning activities
 The components of questioning
skill
1. Item construction (clear, concise/short and precise/exact.
2. Mono focus – item is focus to one idea (convergent
question)
3. Multi focus – item is focus to more than one idea
(divergent question)
4. Distribution – questions is asked to the whole class
5. Pause – Give students time to think of the answer
6. Entertaining answer – Give praise, complete incomplete
answers, improve students’ answers.
7. Gives hint – give guidelines and hint for students to
improve their answer
8. Dig/pock students’ thinking – give a series of questions
Question Level
 Based on Bloom’s Taxonomy
 1. Knowledge

 2. Understanding

 3. Application

 4. Analysis

 5. Synthesis

 6. Evaluation
Various Stimulation Skill
 Various stimulation skill is the technique
that varies teachers’ delivery methods and
techniques with the aim to attract students’
attention and interest to the lesson.
 The skill involves teachers changing their
behavior/responds and interactions to
students, varies students’ observation by
changing what they see, and varies
teaching techniques and methods.
 Principles of various
stimulation skills
1. Changes in teachers’ delivery techniques and methods
must be interrelated to the aims and contents of the
instruction
2. The changes must be fluent/smooth and related to the
delivery steps
3. The usage of learning materials to change students’
observation must be planned and being delivered with
effective methods
4. Each delivery steps must used different instructional
activities.
5. Teachers must change teaching stimulus based on
students’ responds
 The objectives of using
various teaching stimulus

1. To focus students’ attention and sustain their interests to

teacher’s teaching activities
2. To make students participate actively in various learning
activities and experiences
3. To allow students to use various senses in acquiring
knowledge
4. To motivate and arouse students’ curiosity
5. To create a joyful/enjoyable and positive learning climate
 The Components of Various
Stimulation Skills

1. Changing teachers’ steps (left right, front rear/back)

2. Changing teachers’ limbs movement (hand head)
3. Changing teachers’ voice intonations (flat high pitch,
high pitch silence)
4. Changing students’ focusing senses (listening watching,
watching sensing)
5. Changing students’ oral communication (questioning
answering, story telling reading)
6. Changing students’ physical forms (writing drawing,
sitting standing, demonstration acting)
 Explanation Skills
Principles of explanations skills
2. Examples, illustration or teaching materials must be
prepared before lesson
3. To sustain students’ interest, teachers must used
various stimulation skills during explanation
4. Words and terminologies use during explanation must
be based on students’ abilities and experiences.
5. Explanation must be based on students’ past
experiences
6. Use appropriate teaching materials and the usage
must also with effective techniques
7. After explanation, teachers must encourage students’
questioning on matters not being understood
The objectives of using
explanation skills
1. To deliver information or instructional
content in a short time
2. To facilitate students’ understanding
3. To describe a specific procedures or steps
for example an experimental steps
4. To explain the causes of certain events or
to predict the possibility of occurrence of an
event.
 Explanation skill components
1. Introduction – to arouse and sustain students’ attention,
to arouse students’ readiness to learn, clear, precise
(short) and concise (accurate)
2. Illustration skill – the usage of teaching materials
(sufficient, appropriate, clear and attractive teaching
materials) – teachers’ competencies in managing
teaching materials
3. Idea organization/sequencing – idea being developed
systematically, various stimulation being used
successfully, oral explanation is clear and accurate.
4. Closing – Conclusion ( contents to be written, important
points are organized systematically, closing statements
is stated clearly and accurately).
 White Board Skills
Principles of white board usage
To use white board effectively, teachers must;
3. Plan white board usage early in his/her lesson so that
writing and illustration will be placed at the right place
and able to attract students’ interest.
4. Teachers must train themselves to have the skill of
drawing on the board attractively
5. Writing and drawing illustrated on the board must be
clear to the whole class
6. Pen of different colors must be use to highlight things
to be emphasized
7. The usage of white board must be varied, besides
writing and drawing, white board can be used to hang
pictures or other teaching materials.
White Board Skills
6. Students must be allowed to use the white
board such as writing, drawing and solve
mathematic problems.
7. White board usage time must be appropriate
to the instructional activities. Too long of
white board usage time will make students
feel board to the activities.
The objectives of white board
usage
1. To explain abstract facts, concepts or idea.
2. To attract students’ attention to important points at
the different stages of instruction
3. To demonstrate problem solving stages
systematically, for example in mathematic lessons.
4. To make variety of teachers’ teaching activities
5. To allow students to take notes from the board
 board skills

1. Clarity – appropriate fond/writing size, neat and accurate

writing, picture/diagram/illustration clear and
simple/concise
2. Layout – Writing and drawing space is appropriate and
balance, organization is clear to the whole class, notes
being organized systematically
3. Emphasizes – the usage of different, appropriate and
attractive colors
4. Presentation techniques – successfully convey concepts
with clarity and accuracy, successfully simplify difficult
concepts or idea, successfully stimulate students’
participation, to use the white board at the right moment
 Reinforcement skills
Reinforcement is the technique used when students give
correct responds or answers during instructions. At this
moment, teachers need to praise students as to
enhance their responds.
Principles of reinforcement
3. Varies reinforcement from time to time
4. Give immediately after correct students’ responds
5. Avoid negative reinforcement
6. Reinforcement technique must be appropriate to
students’ age, sex and social status.
7. Teachers must be honest and sincere with the praise
(reinforcement) given to students.
Objectives of reinforcement
1. To encourage students to participate in learning
activities
2. To reinforce concepts or contents being learnt
3. To encourage students to be consistent with
positive behavior/responds
4. To cultivate students’ confidence in
portraying/showing positive behavior or responds
5. To improve class discipline by changing students’
negative behavior
Reinforcement skills’
components
1. Oral – positive; teachers use good words;
good/yes/excellent.
2. Positive responds; teachers smile, nod or clap
hands.
3. Touch; touch according to our culture (touch
students’ head, shoulder and back)
4. Oral – negative; no, not complete, very bad.
5. Negative responds; shaking heads, show anger.
Closing skills
Principles of closing skills
2. The activities must be appropriate with the
instructional objectives
3. Cognitive and social closing must be
prepared
4. Must be done within 5 minutes
5. Evaluation activities being done to evaluate
students’ achievements.
The objectives of acquiring
closing skills
1. To attract students’ to teachers activities so that
they will get a clear and holistic picture of the
newly learnt materials
2. To reinforce the newly learnt concepts and skills
by summarizing important facts or by giving the
students written work.
3. To make students feel successful in their learning
4. To evaluate students’ achievements
5. To give follow-up/pursuing activities
The components of closing
skills
1. Cognitive interaction; making summarization,
repeat important points, execute summative
evaluation, proposing pursuing/follow-up activities,
implement reinforcement activities
2. Social interaction; to create achievement feeling
among the students, to give positive
reinforcement, to arouse students’ curiosity, to
motivate students to learn, to interrelate with future
learning or materials