| Chapter Outline (See related pages)
| | | Pros and Cons of Instructional Planning |
| | | Planning Is Especially Beneficial for Beginning Teachers |
| | | State Standards and How They Are Developed |
| | | What State Standards Look Like |
| | | The Power of State Standards |
| | | What Happens at the School District Level |
| | | The Formal and Taught Curricula |
| | | The Power of the Curriculum |
| | | What Instructional Objectives Look Like |
| | | Instructional Objectives Differ in Two Ways |
| | | Some Objectives Are General, Others Are Specific |
| | | Objectives Inspire Three Different Kinds of Learning: Cognitive, Affective, Psychomotor |
| | | Another Way of Classifying Learning Outcomes |
| | | Writing Specific Objectives |
| | | When Are Objectives Good? |
| | | Preparing Instructional Plans of Varying Duration |
| | | The "Long and Short" of Planning |
| | | Preparing Long-Range Plans: Yearly and Semester Plans |
| | | Review of Plans of Varying Duration |
| | | Resources Useful When Planning |
| | | Cooperative or Team Planning |
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