The instructor defines the theories, principles, concepts, or terms that students need to learn and organizes them into a sequenced set of goals and objectives. The instructor then selects activities appropriate to each part of the sequence. There are various ways of deciding how to structure activities based on further considerations, such as type of content or learning styles. Students are examined over the content to assure that the lesson was effectively prepared. This approach is most-closely linked to Section III of Angelo and Cross's inventory.
Instructors begin the planning process by choosing the goals of the course.
Goals are broad statements of the aims of a course that provide a framework for a more detailed range of objectives. They give a sense of purpose and value more than precise, measurable outcomes. Goals are normally derived from three sources. An instructor should review their course in light of these factors, collecting information about each. For instance, - Guidelines might be available from professional societies, peer's syllabi or textbooks.