ABSTRACT
This chapter explains how significant the factors "teacher clarity," "goals," and "acceleration" are. It also explains how to induce a state of flow in lessons. The chapter helps to explain what taxonomies of learning goals there are to choose from and how they can be implemented effectively. It also helps to explain what the Goldilocks principle is and why it is significant for school and instruction. The challenge in too many classrooms is about knowing the rules and procedures of the teacher, not the challenge of learning. The most important aspect about goals is that they should specify the level of challenge to be attained in the lesson – in terms of the ideas, relations between ideas, or transfer of knowledge and understanding to new tasks. Most of the studies in the meta-analyses contrast "do your best" with "appropriately challenging" tasks, and this leads to major differences in the quality of learning.
