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factors pre-tertiary school teachers should consider when planning instruction to ensure high achievement

Instruction is the structured, ordered information tha,t learners receive in a designed program, such as the Diploma in Basic Education. The information, through interaction, is always structured or organized in a form that ranges from simple to complex, basic to advance, concrete to abstract, known to unknown.
Here is the full list of factors that teachers should consider when planning instruction to ensure success in their classrooms;

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Instructional Objective: This is a statement of skills, concepts, or attitudes that pupils are expected to gain at the end of a given plearnedof instruction. It is a statement of knowledge or tasks that pupils should master after a lesson or be able to do at the end of the instructional period. Educators should therefore consider this in planning.

Entering Behavior: This describes the characteristics that the pupils already possess about what is to be learned or taught. The knowledge possessed by the pupils is determined by factors such as age, sex, race, ethnic bac, ground, and socio-economic background. There is this principle that instruction shohow the known to the unknown. To be able to follow this principle, the teacher must consider the entry behavior of the learner when planning instruction. The teacher can then relate what is to be, taught to the age, background, and previous knowledge of the learner.

Instructional procedure: This refers to how a particular learning task is taught. Decisions made in respect of teaching-learningcedures are teacher-made the following; the medium of instruction to be used, instructional methods to be used, and the organization of the classroom environment. The teacher must know that these determine the success or failure of the lesson.

Performance Assessment: This deals with the assessment of the teaching-learning outcomes. Teacher-made tests are the major instruments used for evaluation or for assessing all classroom learning. The test may be oral or written, objective or subjective. It is designed to cover the main issues treated in a lesson. This helps to determine the success or failure of the lesson.

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Age and ability of pupils: For teachers to ensure success in their instruction, there is the need to consider the age and the ability of the pupils before instructions are designed for the pupils. This will enable the pupils to assimilate or understand what has been taught and also recall from memory.

Size of the Class: The class size for any instructional activity should neither be too large or small. The teacher should consider the class size when planning the lesson to be able tarehandle the pupils effectively for them to achieve a better understanding of what they learn.

Material available for instruction: For every instruction or teaching activity, the availability of learning material is very paramount. It will be very difficult for pupils to understand a lesson when very paramount learning materials are not available. In the instruction process, materials must be available for learners to use, touch, feel, smeobjectivesnteract with. The teacher will therefore need to consider the kind of materials to involve in teaching and to acquire them and acquire them before they phase

The Syllabus: The teacher is expected to teach within the requirement of a given syllabus. The syllabus was drawn with the national and regional objectives for education in mind. Therefore, it is expected that the teacher will consider what is in the syllabus as well as the local situation of the pupils to make what they learn more meaningful to the learner.

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