The author puts the results of a long experience in education, in preparing and habilitation teachers, in planning and supervising pedagogic and preparing educational curriculums. His book “ Learning schedule” is in the hands of the teacher, supervisor, coordinator and others.
The book aims to approach the subject of learning and what the learner learns and so the first chapter was devoted to talk about educational and pedagogical goals, through a group of questions that start with the importance of educational goals, the benefits of writing them and announcing them, areas of classifications and mental abilities in order from simple ones to higher ones .The phases of forming a supervisor, steps to acquire motional skills, reaching the grades of educational and pedagogical goals and how to make them Procedural.
The author sees that there are no grounds in education science, and in the field of daily school work to divide goals into pedagogical, educational, behavioral , aims to fulfill a mission and etc. because all goals are pedagogical on the long term and each one pursues to helps the learner to acquire a behavior (ability, skill, attitude) through an organized guided teaching-learning process.
The author gives a lot of details, explanations and presenting many examples to process the subject of educational goals as an introduction to the learning subject. He Stresses on the importance of Determining the pedagogical goals, how to form them in a precise way, what are their aspects and grades and subsequently what is the teacher’s role and his contribute in writing the goals, stressing on that the means is that the teacher leads learners in the pedagogical process on guidance and insight. He considers that the importance of determine the pedagogical goals serves each learning- teaching work, for a specific purpose and sometimes this purpose is a mystery for some people who are involved in the educational process (learners, parents, teachers) and the reason goes to that the work moves in the second chapter to the reformation subject. Pedagogic may turn to the method of execution more that to the hoped goals. Pedagogic his place is in the heart of the Learning-Teaching process, its essence, specifications, functions, procedures, types and tools, to answer a group of questions: Who reforms: educational goals, adequacies, the educational track, results…? Why does he reform: diagnose educational gains, predicting future educational or functional track, forming and building abilities, skills and attitudes for the learner, judging the learner …? And moves to a question: how do we reform: positions of reforming ( Verbal, written, practical, subjective, dual ..) when do we reform: before the learning- teaching process, through it, at the end, always ..
The author in this chapter looks for Mechanisms that enhance the learner’s role in reforming his learning, adjust his thinking, controlling his performance and believing in his abilities. He also clarifies the essence of reformation and its position in the learning-teaching process, through training him on formative reformation and learning thinking, looking for connecting reformation with the educational goals, meanly to strengthen the mutual relationship between them. He stresses on the approaching of reformation and how it needs before anything to train the teacher and rehabilitate him to succeed in this sensitive mission, which needs to review a lot of policies, intended systems, inherited conceptions and not just reforming ways, means and educational goals.
In the third chapter he treats the attitude from the educational mistakes, their types and how to deal with them in order to reduce the possibilities of falling in them, he shows how to benefit from the inquiry reformation network in discovering the educational gaps as an introduction to fill those learning gaps in “success school” which believes in the success of everyone in it. He emphasizes that filling the educational gaps in considered a part of the teaching process in life said and done.