A model for course planning that provides a way of looking at college instruction and an approach to preparing effective courses is presented. It is suggested that: teaching is an experimental activity, there is no correct way to teach, a teacher sets up the conditions for learning, and both the course and teacher need to assume part of the responsibility if students fail to learn. The model views instruction as a learning system characterized by a goal; interdependent elements; and an intentional or planned management of people, materials, and procedures. Steps in course planning include: defining the curriculum; stating learning outcomes; identifying and sequencing content; assessing students' characteristics; planning instructional strategies and tests; teaching; evaluating the course and the instructor; and revising the course. In addition to planning tools, the instructional model suggests a strategy for designing instruction for courses, course units, and the overall curriculum. Advantages of the model are that it provides a systematic approach to instruction and a framework for the application of theory and research. Critics argue that: teaching is not really a planned and purposeful activity; the model can create a false expectation about the power of current theory and research; and it overestimates the teacher's responsibility, time and ability, and underemphasizes the student's responsibility. Forms and extensive exercises to assist the teacher in completing each step of the model are provided. (SW)