This book is licensed under a Creative Commons Attribution 3.0 License10. Planning instruction..........................................................................................................
“If you don’t know where you’re going, you could end up someplace else.”
(Casey Stengel)
Casey Stengel, a much-admired baseball coach, was talking about baseball when he made this
remark. But he could easily have been speaking of teaching as well. Almost by definition, education
has purposes, goals, and objectives, and a central task of teaching is to know what these are and to
transform the most general goals into specific objectives and tasks for students. Otherwise, as Casey
Stengel said, students may end up “someplace else” that neither they, nor the teacher, nor anyone
else intends. A lot of the clarification and specification of goals needs to happen before a cycle of
instruction actually begins, but the benefits of planning happen throughout all phases of teaching. If
students know precisely what they are supposed to learn, they can focus their attention and effort
more effectively. If the teacher knows precisely what students are supposed to learn, then the teacher
can make better use of class time and choose and design assessments of their learning that are more
fair and valid. In the long run everyone benefits.
This chapter is therefore about instructional planning, the systematic selection of educational goals and
objectives and their design for use in the classroom. We will divide this idea into four parts, and discuss them one at
a time. First is the problem of selecting general goals to teach; where can a teacher find these, and what do they look
like? Second is the problem of transforming goals into specific objectives, or statements concrete enough to guide
daily activity in class; what will students actually do or say into order to learn what a teacher wants them to learn?
Third is the problem of balancing and relating goals and objectives to each other; since we may want students to
learn numerous goals, how can we combine or integrate them so that the overall classroom program does not
become fragmented or biased? Fourth is the challenge of relating instructional goals to students’ prior experiences
and knowledge. We have discussed this challenge before from the perspective of learning theory (in Chapter 2), but
in this chapter we look at it from the more practical perspective of curriculum planning.
Selecting general learning goals...................................................................................................................
At the most general or abstract level, the goals of education include important philosophical ideas like
“developing individuals to their fullest potential” and “preparing students to be productive members of society”.
Few teachers would disagree with these ideas in principle, though they might disagree about their wording or about
their relative importance. As a practical matter, however, teachers might have trouble translating such generalities
into specific lesson plans or activities for the next day’s class. What does it mean, concretely, to “develop an
individual to his or her fullest potential”? Does it mean, for example, that a language arts teacher should ask
students to write an essay about their personal interests, or does it mean that the teacher should help students learn
to write as well as possible on any topic, even ones that are not of immediate interest? What exactly should a
teacher do, from day to day, to “prepare students to be productive members of society” as well? Answers to
Educational Psychology 210 A Global Text