ABSTRACT
Ralph Tyler had provided a flexible template for instructional design that included setting objectives, selecting learning experiences, organizing instruction and evaluating progress and revising plans accordingly. Learning begins with activity, rather than through a teacher's abstract presentation of information, as is often the case in school. Learning design principles based on unit organisation was very beneficial to high school teaching career. The structured process approach thus provides resolution to an unnecessary dispute over whether students should have choice or not, given that the teaching method is task-oriented yet inductive and flexible in conduct. Teaching is thus different from many professions in what Wertsch calls the 'copyright age', in which credit for ideas presumably goes to the originator for financial gain. The identification of the course goals, aka objectives, is a new task for most prospective teachers, and relies on both modeling and group practice in phrasing.
