In this chapter, two different approaches to planning are presented: taxonomic and topic. In the taxonomic approach, the teacher relies heavily on the three domains of learning to structure how lessons are arranged within a unit plan. In the topic approach, the teacher is thinking about which topics, themes, or ideas might stimulate the students' interests. Both approaches are used by teachers and schools.

John Wilson has just completed a relatively traditional teacher preparation program where the taxonomic approach was emphasized. The pre-service teachers were expected to develop practice units organized around cognitive, affective, and even psychomotor objectives.

He understands how to use the objectives and he even knows how to connect them to state content academic standards. He feels ready to teach.

His first teaching appointment is in a non-traditional high school. The school relies heavily on personalized learning plans (for example, see http://www.bigpicture.org/metport9798coverpage.htm) where each student has a learning plan based on the student's intellectual passions and interests.

1		John is hired because he is bright and energetic. He is also told that the personalized learning plans are the key ingredient to how student learning is fostered. In what ways might he use or not use what he has already learned? What new approaches might he need to use to ensure that the students have adequate content exposure?