Superior TEACHERS… Review of Do Article Review

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Ultimately then, as questions did not focus on past instructional planning methodology but on real time instructional planning practices the practice of systematic "objectives-first" planning could have been very influential in teacher development but was ultimately abandoned in practical application, probably largely owing to time constraints, which are a consistently cited concern for teachers. The teachers studied simply offered the thesis that formal "objective-first" instructional planning is not practical and they prefer to plan in more timesaving and practical ways. If one were to include questions regarding past use or even possible future use of such methods the true efficacy of the model may have been tested.

Potential Effects of Fixes

The development of a case for systematic planning might have been made if a broader sample was utilized. The results might have concluded that some "superior" teachers do use an objective-first model or that they have done so in the past and developed instruction that works and no longer needs to be tested with every application. The researchers might have also utilized a different strategy to determine the efficacy of this type of system, by actually offering an application tool to one study group and not to another and then the results might have been compared, based on student outcomes for a given instructional method or curriculum.

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This of course would have changed the entire focus of the work but might have made a stronger case for "objective-first" systematic instructional planning.

Article Publication

The publication audience of this work, i.e. teachers, administrators, board members, and even teacher educators might benefit from a revised edition of this published work, i.e. one that included some of the main points of this assessment. Currently, the work challenges rather than support the thesis, indicating that "objective first" systematic instruction planning is not necessary over time and that other methods are superior or more time sensitive and better suited to real classrooms.

Resources

Young, a., Reiser, R., & Dick, W (1998). "Do superior teachers employ systematic instructional planning procedures? A descriptive….....

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"Superior TEACHERS& 8230 Review Of Do" (2010, May 30) Retrieved July 8, 2025, from
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"Superior TEACHERS& 8230 Review Of Do", 30 May 2010, Accessed.8 July. 2025,
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