Teachers need a framework for decision-making; this book supplies criteria against which they can weigh choices about alternative courses of action and encourages systematic instructional design by encouraging them to think about the overall educational effort. The underlying assumptions are that teachers overteach, that poor organization by the teacher lowers student motivation and that all student behavior is sensible, seen from the students' viewpoint. The concepts of educational technology, the systems approach to education, and the teacher as manager of learner are focal points and instructions are given on how to conduct task analyses and identify training needs. The writing of behavioral objectives is covered, as is the method of selecting appropriate tactics and strategies for teaching and communication. Audio-visual aids, class size, the special problems of older learners and student motivation are also discussed and the book concludes with chapters on the measurement and evaluation of learning and on the concept of managing by learning objectives. (PB)