Maximize learning. Facilitate teaching. Strategically planned instruction does that.

During World War II, the British developed “Operations Research,” an effort to optimize their tactical effectiveness with the most appropriate utilization of every available resource. This early tool evolved into a variety of management practices including the more familiar PERT (Program Evaluation and Review Technique) and CPM (Critical Path Method). Each is a system designed for the effective and efficient accomplishment of goals.

The same management principles, applied to instruction, have enormous value. The relationship among the various elements in an instructional system can be isolated, analyzed, and evaluated for their contribution to the attainment of specific objectives or enumerated criteria. Set in the context of an instructional management system, what you want to attain, what you do to attain it, and what you actually attain is readily apparent. Teaching takes on new meaning. Classroom activities become more purposeful. Day in day out, teachers can develop data based records and contribute to the pool of research in education. Data gathering tools are available. Legitimate classroom teacher responsible accountability becomes not only possible but realistic as well.

A strategic plan or a systems approach applied to instruction starts with needs assessment. This task is absolutely foremost. All available information sources are consulted. What needs to be included on the instructional agenda is teased out and prioritized. Of all that can be included, the relevant essentials and fundamental concepts need to be placed first. Basically, limited by imposed time constraints, of all that can be presented in the classroom, what is the most significant and what has the most impact? The decisions what to teach and what not to teach cannot be arbitrarily decided even by committee. Each included element must be carefully teased out.

The process of implementation begins with thoughtful and imaginative consideration intended to put together appropriate and fitting instructional strategies, strategies that will most likely lead to the greatest possible learning achievements. Many options may be available. The challenge is to pick out the ideal vehicles and plot the choice paths that expeditiously get the job done. Initially, only those instructional means and sequences that seemingly stand out from all others are set in place and tried. Subsequently, through focused evaluation coupled with tenacious rework and refinement, each step with every component is honed into a precision systemized sequence that reliably assures the attainment of intended outcomes.

Evidence of learning confirms that teaching occurred. With these determined insights, the effectiveness of each instructional system including every element becomes apparent.
Patterns may emerge. Applications may be generalized. Guidelines for extrapolation to fulfill other similar instructional requirements may develop. Consequently, evaluation may well be the third but most crucial of the major design elements. Construction of congruent tests and assessments is the key. Appropriate and fitting evaluation instruments provide the confidence that is required to properly appraise the merit of instructional sequences. Earnest deliberation is prerequisite. Certified reliability and validity are essentials.

Certainly, fashioned in the context of a carefully formulated management system, teaching has the added potential of continuous improvement. Each instructional step can be monitored for its contribution to the learning endeavor. Each segment can be isolated and properly aligned to suitably match the intended learning. In time, those instructional strategies that best correspond with specific outcomes can be singled out. Instruction can be articulated to get planned results.

Creation date : 11/04/2006 @ 05:01
Last update : 11/04/2006 @ 05:01
Category : Restructuring and Transforming Education
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