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Systematic Instructional Planning Procedures

The article Do Superior professors employ systematic instructional planning methods? A descriptive study (1998) which is written by Young, Reiser, and Dick can be an explanation of the analysis that they (the authors) completed with the aim of determining if systematic planning procedures had been used by professors. This review especially concentrated on teachers who have been labeled superior plus they collected data through research and face-to-face interviews.

Instructional planning is one of the duties performed by professors which have been identified to be very essential and of high necessity since such programs greatly influence class room activities, the objectives set, and varieties of coaching. When students undergo training at the university or college they get introduced to instructional planning method through the pre-teacher programs such as the objective-first model sometimes known as logical planning model, a creation of Ralph Tyler in 1949. In such a model the professor must first give a clear delineation of the aims they are planning to show and thereafter create the instructional activities that will work as the reinforcements to the aims. The next step is that of executing the prepared activities sequentially and then student analysis based on how they understand the objectives. Reiser and Dick also created another model in 1994 where four key guidelines relating to essential planning are defined. The initiation of planning process must include clear explanation of basic goals and classification of precise goals that should be attained by the students. This is followed by the planning of the activities which will assist the students in attaining the defined objectives and then your measurement of the students' success through the correct assessment equipment which are manufactured. For purposes of ensuring that students grasped the concepts highly relevant to the goals, the instructions are revised after grading of the assessments. Grasping of the theory has been very best for pre-service teachers who've undergone the coaching and employ the procedure with enjoyment but excitement is less in using the process while instructing. The systematic method of instructional planning is almost never used by instructors while in class room but rather bottom their thinking about the prepared activities. The usage of this approach can only just be increased by rendering it mandatory.

Through the study that the writers did, they came up with data that may be described as interesting while having very helpful conclusions. Their review found that organized planning was not employed by teachers with hardly any expressing concern about clear id of objectives these were trying to instruct and many not mentioning objectives when speaking about their way of planning. Whenever the targets were mentioned the feeling was that writing them down, as required by the planning model, is not essential. The teachers mixed up in study recommended that they didn't consider objectives in the process of earning instructional decisions and a huge part of the planning model that had not been mentioned is the look of objective based testing. The other pattern that was reported is that of instructional programs changing from daily but this is never brought up in systematic planning models. Two factors that a lot of often resulted in such changes in the instructional plans were time factors and performance of the students.

The idea of the creators is that better learning which is based on research and experience may be accomplished through the career of the above mentioned guidelines. Only two conflicting accounts were cited with one recommending that objective centered systematic planning resulted in better learning while the other advised that learning in classrooms that used systematic planning and the ones that did not utilize it was the same. The choosing of the superior teachers is done by their peers rather than by their way of planning instructional activities and educational achievement of their students.

Main point

This article was written with an goal of presenting the study that was done to find out if systematic instructional planning steps were utilized by 'superior' teachers. The fact that lots of training programs found in teaching pre-service educators give students an advantages to organized instructional planning is mentioned by the writers adding further that focuses on clear id of objectives for purposes of planning for instructional activities and the related assessments. The article and the analysis had the goal of observing the look procedures of several 'superior' elementary and secondary instructors; these teachers received the label of 'superior' after being finalists for the Instructor of the Year award for the country. To be able to determine the look techniques of the teachers, questionnaires and studies were used, an evaluation of the info accumulated and the types of systematic instructional planning were then to be achieved.

Main arguments

This article presented the research on the 'superior' instructors and the use of organized instructional planning among these educators with a seeming proposition of this procedure from the creators. A seven step planning process was actually developed by two of the creators; this is a modernization of the Tyler's logical planning model. Nevertheless, the key argument of the article was somehow lost within the newspaper, in addition to the presentation of the research and track record information. Teachers make use of other methods in school even though organized instructional planning methods are trained generally in most pre-service tutor programs. Even with the revelation that method is not used by many professors three studies are cited by the creators that suggest the in contrast. A case study also indicated that many of the parents sensed that educators who used systematic instructional planning methods in their class room were the best.

Discussion of conclusion

The conclusion of the authors was that the instructors who were involved in their study didn't practice organized planning methods and expressed little matter about the clear definition of targets of the instructional time, furthermore, many never mentioned goals when planning their classes. In case goals were to be brought up then the requirement of writing them down was ignored arguing that it was in their mind. This straight contrasts with systematic planning models that dictate for goals to be plainly written. The other aspect that was also unlike the systematic instructional methods was the fact that professors never specified if their goals backed up the options of instructional decisions. The importance of examining students and making certain they base their learning on aims is also stressed while observing that teachers failed to mention objectives when speaking of creating exams. When asked about the situations that would necessitate adjustments in their instructional ideas, common answers were given including time factors and performance of the students, however, the performance of students with regard to specific aims had not been in the set of the answers.

The authors think that all pre-service professors should be up to date of the fact that systematic instructional planning methods aren't used by all educators and using such methods is not a need to be brand 'superior'. However, exposure to these procedures is very important to pre-service instructors since it shows the correlation between objectives, assessments, materials, and activities. This also offers a foundation for the development of teaching style that might be personalized to complement the personality of the teacher in their environment.


Despite the interesting mother nature of the article and the study, a few problems can be associated with them. The issues with the analysis itself seemed somewhat obvious due to the limited volume of participants considering that it was a scientific study, this limited the conclusions drawn. The questions the individuals were asked were very open up ended preventing the individuals from discussing organized instructional planning producing into more generalized answers that have a possibility of differing from the facts desired for. The responses from the review and interview were also coded which may be subjective and switching the individual coding at any point can bring a great variant in the coding.

The other interesting bit of this article was the contradictory characteristics of the study that was used to support and make clear why the analysis was done or the importance of systematic instructional likely to students; this either contradicted the quarrels of the authors or was unsupportive of the same quarrels. This complicated the paper so that it is hard not and then read but also hard to comprehend since the writers supported a statement but then express an exact opposite by referring to another research article.

Suggested fixes

Even though one is tempted to understand that a few of the problems were not a making of the authors, including just nine individuals in that study was rather inappropriate. The appropriate step would have been pursuing up the ten members who never responded and thus could have been area of the study. The analysis would have also included questions organized differently, such as the Likert scale, beside the open concluded questions which could have produced more objective answers from the participants. In correcting the problems related to coding, a standardized system might have been used with only 1 person accompanied by a recoding of the information by one of the authors to prevent inappropriate coding.

Holding this newspaper looking forward to more research on systematic instructional planning would have been a better step, this might have probably taken out the contradictory character of the study which brought the aspect of unprofessionalism. It is important for one to include research not supporting their hypothesis but it is more important never to undermine his or her argument.

Potential ramifications of the fixes

Including more participants in the analysis would bring a opportunity of applying the findings to a larger group in world since increasing the amount of members widens the answers to the questions asked. Including a Likert scale in the study can also improve the responses distributed by the teachers and would reveal some information that had not been recently obtained. Standardizing the coding system and making the procedure thorough would prevent wrong categorization of answers and also supply the authors' arguments more strength.

In order to help the reader the article will include more research; this might reduce distress and also eliminate undermining the writers' work. This might also make the newspaper more professional because the arguments of the creators would be clear.

Article publication

Teachers and administrators would get more benefit from the publication of edited version of the article. This article makes teachers think that they can be 'superior' without utilizing organized planning methods thus claim that ones they may have the objectives in their brain then there is no need of placing them down.

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