Perspective on Planning

• Contrast the traditional, rational-linear view of planning with nonlinear perspectives.
• In what ways do planning and decisionmaking activities impact other aspects of teaching?

Theoretical and Empirical Support

• What are the benefits and consequences of good planning?
• How did Zahorik's study demonstrate that planning possibly impedes a teacher's level of sensitivity and flexibility? Does his research suggest that planning should be eliminated? Why or why not?
• In what ways do planning approaches of new teachers differ from those used by experienced teachers? How do you explain this, and what can the novice teacher do to improve planning?

Planning Domains

• What are the three primary phases of the overall instructional cycle? What types of plans and decisions do teachers make at each phase?
• For what time spans must teachers establish plans?

The Specifics of Planning

• What are the major factors that influence teachers' decisions about what to teach?
• What is the primary purpose of a curriculum map?
• How do the various approaches to writing objectives vary? What have been the major criticisms of the behavioral approach to writing objectives?
• What are taxonomies? What are the category schemes in Bloom's revised taxonomy?
• What are the differences between unit plans and daily plans?
• How can teachers adapt instruction to meet the individual needs of their students?

Planning for Time and Space

• What does research show about how teachers vary as to the amount of time they spend on similar subjects and work activities?
• What are the seven categories of instructional time as defined by Weinstein and Mignano?
• How might different types of lessons affect the way a teacher arranges classroom space?