ABSTRACT
We commonly underestimate the time, effort, and planning required to execute tricky tasks. This ‘planning fallacy’ is all too common and is a likely cause of learning failure. Through the classroom story of Craig, this chapter delves into the underlying causes and challenges related to failure in forward thinking and planning. One reason for faulty planning is explained as our flawed assumption that talent and success are attributable to ‘naturalness’. The faulty notion that to plan is a natural trait that cannot be taught is exposed. Pupils of all ages and stages, regardless of skill level, require some structured support with accessible strategies such as checklists.
In the second part of the chapter, the intricacies of the planning process for academic acts such as writing are explored. From ‘outlining’ to ‘planning’ checkpoints, an array of approaches are shared that can be applied to challenging tasks and subjects across the curriculum. The chapter concludes with a focus on supporting self-regulated planning and ensuring pupils like Craig understand the specific steps involved in any planning process.
