Considerations When Planning Instruction

Teachers have perhaps the hardest job in the world. We have to deal with chaotic schedules and are up and talking all day. We must try and spread comprehension and knowledge to as many people as we can, even when they have no interests in the same.

There will even be students who make it their goal to disrupt class. Teachers must do excessive amounts of planning to prepare for all of this.

Imagine This in your Class


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There are six factors that teachers must consider when planning for instruction:

1. Clarity

Teachers need to be clear in all that they do, whether it is instruction, content, or curriculum. Curriculums serve as the groundwork for the year. They are very important because they are catalysts for learning and keep teachers organized. Organization is as important to learning as the practice of ideas and skills, as opposed to retention of facts.

With good a curriculum we can do anything!


To get this clarity teachers need to first have a clear picture of what their ideal classroom ought to look like. Another important aspect is to make expectations clear.

My ideal classroom has lots of enthusiasm!!


It is important to check for understanding after presenting the material and curriculum to make everything as clear as they could be.

You can’t blow someone’s mind when they’re confused…


2. Standards

Standards are what keep teachers accountable. They give lessons and curriculum a focus.



They can be used as the academic destination and provide a way to measure what students have learned. Standards should also be at the bare roots of your objectives as a way to keep your class aligned.

Grow your objectives!!!


3. Resources and Support

Teachers have many important systems in place to aid them. This includes staff at the school. Your administration should work with you to get new technology and help you go to conferences to learn new techniques.

They can help make it all better



The other teachers at the school can be a helpful as well as they likely have had different experiences than you and offer advice.

Or make it all look easy


Of course there is also to internet! This endless source can give many resources and strategies! Use all of these resources to develop activities that align with your objectives.

The internet!


4. Environment

It is important to know what policies and strategies your school endorses so that you may keep consistency within the school. It is also important to build the classroom environment. Try and create a community of respect to encourage positive interactions between students.

We don’t want any of this!


Experiment with placement to try and come up with a seating arrangement that exposes them to more ideas. Knowing the time frame available is important too, you must have a flexible classroom.

Always remember..



5. Each student is different!

We need to be aware of what works with each student; each one learns in different ways and has different interests.

Everyone is different, love them all!


At the beginning of the year make opportunities to communicate with individual students learn about their specific interests. Observe them throughout the year to discover what their academic strengths and weaknesses are.

Even if their strength is climbing!


Talk to teachers who had them in the past to learn what works best for students. Also try to help students be aware of their specific strengths and weaknesses. We should prepare various forms of assessment to give them the best chances possible to succeed and give them strategies for succeeding in standardized assessments. Bring in various activities and forms of instruction to see what works best with each student.

They should not feel like this!


6. Student engagement

Many students become bored during the school day.

This says it all

To promote learning we need to find ways to keep students motivated. Get their attention at the start of class with a hook or unexpected event. Build relevance from content into an idea or skill that has value to the student. Build their confidence with rewards for positive interactions and small successes to discourage learned helplessness. Also incorporate tasks that allow the students to show off, gain recognition, and develop a sense of accomplishment to make them feel satisfied with their education.

We want them to feel like this!


Also try asking questions that require more than a simple answer. Questions with depth help give students a true understanding of content.

Get them engaged!!!

At the end of the day if you do everything you can to prepare and help your students then at the very least this could be you…

Until you do it all again the next year..

welcome back gif




Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom instruction that  works: Research-based strategies for increasing student achievement (2nd  Ed.).  Alexandria, VA: ASCD.

Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Florida State University, 1-11.

Teaching Guide: Writing Lesson Plans. (n.d.). Writing@CSU. Retrieved April 30, 2014, from

Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: ASCD.


Martin Guerre

The Return of Martin Guerre, by Natalie Zemon Davis, is the story of identity theft. Davis tells the story of Martin Guerre, who left his family and disappeared. Years later a man claiming to be Guerre appears and in every way takes the place of Guerre in his family life. Years later the man claiming to be Guerre is suspected of being a fraud and is brought to trial. During the trial the real Guerre returns. This is a true story. However Davis tells it in a fictitious style. Making certain assumptions that lead it more towards being historical fiction. In his criticism of Davis, Robert Finaly notes how Davis tells the story from the perspective of the deception of Guerre’s wife. Finaly believed that Davis made many guesses and that overall her version of the story is not the best retelling of the Martin Guerre story. Davis defends her story by pointing out the way in which she researched and got her information as well as describing how she used her knowledge of the local customs to make the assumptions that she does.

Decision to Drop the Atomic Bomb Presentation

Prezi Presentation: The Decision to Drop the Atomic Bomb

The Decision to Drop the Atomic Bombs

Analysis of Harry Truman’s Decision to Use the Atomic Bombs on the Japanese cities of Hiroshima and Nagasaki

Paper attached: final_paper_final draft


In his article, David Cohen addresses homosexuality in Ancient Greece. Cohen begins by examining all of the laws and judicial rulings that were in place regarding homosexuality. There was a wide variety of these laws between the varying Greek states. Cohen also gets opinions of several prominent and intellectual Athenians to show the contradictions between the social attitude towards homosexuality and the laws regarding it. Cohen also delves into the different roles men play when it comes to relations, showing how the reversal of these roles could have been extremely dishonoring. In the end Cohen has a very interesting conclusion: that a definite conclusion cannot be drawn. Cohen shows us how this amount of research and a solid paper can lead us to a dead end, and that this type of conclusion is completely acceptable given certain circumstances.


In his article, Anthony Grafton describes the history and transformation of the footnote. It was a very interesting article for it showed us a lot of different things that you can do with footnotes. He describes how this style of citing sources started as margin notes and margin comments. In the 19th century Leopold Van Ranka came around and revolutionized this practice and began using modern footnotes. Ranka was driven by a hatred of long sweeping narrative history that was based little on fact. Ranka believed in using sources and facts to tell the story. Before Ranka, Edward Gibbons came in and popularized footnotes by having long content footnotes. However Ranka was the one that really brought the previous forms together and created the modern method. Grafton’s article is a clear literature review that reviews the creation of footnotes over time and that shows that historical writing grows and develops over time just like all other areas of writing.


E.P. Thompson’s article was very intriguing. Thompson looks at history and analyses economic and social history between 1300-1650 by using a clock analogy  To Thompson history is a clock and in this article he also discusses how the way we perceive time has changed, and thus he concludes that this directly influences the changes in economic and social factors. Thompson describes how originally the time was kept by the sun and how with science this began to change as we created technology to keep time. This gave us a much more intimate perception of time. Furthermore this spread into the work place, created a unique bond between employee and employer and the clock. Most things, especially payments and value, began to be measured by the amount of time spent. This was a very interesting article that really gets you looking at the relationship between literal time and history in a completely different and abstract way.

Soboul and Furet

In Soboul’s article he assess the French Revoltuion in a positive way that really expresses his upbringing. Soboul was born a poor farmer who quickly became a great scholar. He also joined the Communist party and was committed to Marxist believes. This is reflected through his interpretation of the French Revolution. In his opinion the revolution was clearly an example of the overtaxed middle class overcoming oppressive rule of the elite, creating a bloody but just revolution to give power to the just bourgeois.

In this article Furet addresses the historiography and the transformation of the French Revolution and its roots. Furet takes a much more negative view of the revolution. Furet argues that the revolution was a bloody conflict which replaced one elite ruling class with another, the difference being that the other used the people to do this. The people came in during a weakening period of an empire and seized control, leading to the Reign of Terror and the rise of Napoleon.

Reviewing the Literature of the Decision to use the Atomic Bombs against Japan


lit review bibliography


Fernand Braudel in his chapter “History and the Social Sciences”, Braudel argues that all social sciences are connect and for the most part refuse to acknowledge this and take advantage. Instead the different fields fiercely compete against one another to increase in importance and make advances. As this is going on History is falling out of the spot light and decreasing in importance. This competition can lead to more advances but also is extremely detrimental to each field and Social Science has a whole. Braudel argues through observations of the different fields and observations on how History and different time spans are related that the fields need to come together as one productive whole.