<p> Arends: Teacher Planning Chapter 3, pp. 11-49 (95-133) QUESTION DEFINITION/EXPLANATION and pp. </p><p>A. Perspective on Planning 1. How much of their working time (%) do teachers estimate they spend on planning activities activities each week?</p><p>2. What is the rational-linear model of planning?</p><p>B. Theoretical and Empirical Support 3. What is a GOAL?</p><p>4. What is an OBJECTIVE?</p><p>5. What is the non-linear model of planning?</p><p>6. How do these two models differ?</p><p>7. What does research say is a NEGATIVE result of planning? (p. 16)</p><p>8. What are some reasons teachers SHOULD plan?</p><p>C. Planning Domains 9. What are the three phases of teacher planning?</p><p>10. What are the five time spans that characterize teacher planning?</p><p>11. What is the definition of curriculum?</p><p>12. a) What is curriculum mapping? b) Why is it useful?</p><p>13. What is an INSTRUCTIONAL OBJECTIVE?</p><p>14. What is a BEHAVIORAL OBJECTIVE?</p><p>15. What are the three components of a behavioral objective?</p><p>16. Create 5 behavioral objectives of your own. For EACH, clearly identify the STP</p><p>17. What are some criticisms of behavioral objectives?</p><p>18. What are the two dimensions of Bloom’s revised Taxonomy for Educational Objectives?</p><p>19. List and explain the four categories in the KNOWLEDGE dimension.</p><p>20. List and explain the six categories in the COGNITIVE PROCESS dimension.</p><p>21. What are Bloom’s three DOMAINS? 22. What aspect of a human being does each DOMAIN Address?</p><p>23. Of the five time spans of teacher planning, on which one do teachers spend the most time? WHY ?</p><p>D. Planning for Time and Space 24. Why must teachers pay attention to time when planning?</p><p>25. a) Schools are mandated to be in session for approximately 1100 hours per school year. How much time is actually spent on academic learning time (ALT)? b) Why does this happen?</p><p>26. a) What space(s) do teachers have to consider when planning? </p>