An examination of the systematic planning techniques of two experienced teachers

The primary purpose of this study was to examine the extent to which systematic planning techniques were incorporated into the written and mental planning practices of two experienced teachers, one who had received formal training in the use of those techniques and one who had not. In order to accomplish this goal, a questionnaire was administered to the teachers and they were interviewed and observed as they went about planning and implementing an instructional unit. Results indicated that the teacher who had been trained to use systematic planning techniques did employ them, and that the other teacher adhered to the principle that instructional activities should be planned with objectives clearly in mind. These findings call into question some of the conclusions drawn by researchers who have previously examined the planning practices of teachers.