The notion of the road map, advocated by Black, Wilson, and Yao (2011), and the associated minutiae of the construct map have several powerful features. At one level these notions assist the teacher to select and embody a suitable sequence of constructs within a specified curriculum. Whatever disparate sequenced pathways individual learners may need to establish their own learning and mastery, the classroom will still need to present one coherent chosen sequence. That choice is decided and motivated by the teacher's insight into the curriculum and the teacher's unfolding experience of how the material can be efficiently and efficaciously presented, given the learners' current location of competence.
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