1

Pre-Planning and Instructional Decisions

Student ID

Student’s Name

Institutional Affiliation

Faculty and Course Name

Unit Code and Name

Submission Date
 2

Types of Instructional Decisions Teachers Must Make

There are various strategies that teachers may employ to promote student learning and

development. These options cover fields like how to teach, what to lead, evaluate, and

manage a classroom (Bugler et al., 2017). Pedagogical decisions involve picking acceptable

techniques and tactics for instruction in light of individual student requirements, student

learning styles, and the larger educational setting. Direct teaching, inquiry-based learning,

and cooperative learning are just a few of the methods that teachers might choose from. They

must also adjust their instruction techniques in the midst of classes to address students' levels

of understanding and interest.

Choosing what to teach, how to prioritize curricular requirements, and how to best link

instruction with learning goals are all essential decisions in the content selection process.

While considering the norms and conditions provided by educational authorities, teachers

must choose which topics are most important, applicable, and age-appropriate for their pupils

(Bugler et al., 2017). Assessing student learning progress in a way consistent with learning

objectives requires careful consideration of various assessment options. Based on the learning

goals and the requirement for continuous feedback, teachers must choose between formative

and summative assessments, quizzes, exams, projects, or portfolios (Bugler et al., 2017).

Selecting classroom management methods means deciding on guidelines for maintaining

order and facilitating student growth. Maintaining order and promoting a pleasant and

inclusive classroom environment requires teachers to handle issues of discipline, classroom

management, and student involvement.

Resources Available to Teachers

Teachers can draw from a wealth of information when making decisions about the

classroom environment. Curriculum maps, textbooks, instructional materials, colleagues, and

cooperation networks are examples of such assets. Teachers can excellently synchronize their
 3

lessons with academic standards by using official curriculum papers that provide instructions

and learning objectives (Bugler et al., 2017). Textbooks, internet resources, and supplemental

materials all have a place in the classroom. When used together, they can help teachers reach

more students with a wider range of perspectives and perspectives (Ormond, 2012). Regular

professional development opportunities allow educators to sharpen their teaching abilities,

keep up with the latest developments in their field, and network with their colleagues (Bugler

et al., 2017). Teachers can benefit from exchanging ideas, lessons, and classroom experiences

working together.

Community, District, and School Factors for Lesson Pre-planning

Planning for teaching begins with consideration of elements at the community, district,

and school levels. Students' demographics, district and state requirements, available

resources, class size, and parental and community engagement are all factors to consider

(Ormond, 2012). Educators must consider pupils' linguistic abilities, cultural backgrounds,

and other factors when planning lessons. Teachers must adhere to district and state

curriculum requirements to guarantee that lessons are relevant to students' needs and will help

them succeed on upcoming assessments. If teachers are serious about making a difference in

their students' learning, they must take stock of the resources at their disposal (Ormond,

2012). It is important to consider class size when making instructional and managerial

choices. Additionally, measures for including families in their children's education might

benefit from appreciating the community and parental engagement level.

Relevance to Instructional Planning and the College's Conceptual Framework

This data is especially useful for teachers since it allows them to make well-informed

decisions that improve education (Garira, 2020). Teachers may better meet the needs of their

students of varying backgrounds and perspectives by considering issues such as student

demographics, standards, accessible resources, and community context (Ormond, 2012).

 4

There is a symmetry between these factors and the College's Conceptual Framework. It

emphasizes embracing difference, championing education, and working with the educational

community (Garira, 2020). (Garira, 2020) These ideas highlight the significance of

welcoming a diverse student body, fostering relationships with local communities, and

tailoring lessons to each individual's needs. The Conceptual Framework lays the intellectual

groundwork for quality teacher education, stressing the importance of careful lesson planning

in light of the many aspects that affect the classroom experience.

 5

References

Bugler, D., Marple, S., Burr, E., Chen-Gaddini, M., & Finkelstein, N. (2017). How teachers

judge the quality of instructional materials. WestEd: San Francisco, CA, USA.

Garira, E. (2020). A proposed unified conceptual framework for quality of education in

schools. Sage Open, 10(1), 2158244019899445.

Ormond, C. A. (2012). Balancing detailed comprehensiveness with a big vision: a suggested

conceptual framework for teacher education courses. Australian Journal of Teacher

Education (Online), 37(5), 49-77.