Student learning is not accidental: it is the direct result of what has been designed, intentionally or unintentionally, by teachers, schools, curriculum developers and communities. Behind teaching and learning events are beliefs about learning which directly influence what students experience. This paper provides an historical perspective on current instructional design practices. While attendees at this conference may find it easy to discount the inadequacy of traditional theories of instruction, an understanding of the historical evolution of these theories and their pervasive influence on K-12 education is necessary if we want to support teaching reform efforts. Without an understanding of the evolution of current teaching practices, change efforts may be unsuccessful.

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