In Germany there has been a strong tradition of lesson planning since at least the 1950s, building on a theory of classroom teaching in the tradition of the human science theory of education (see Westbury, Hopmann & Riquarts, 2000). With reference to the theoretical assumptions of this tradition, our analysis will focus on two widely used lesson planning models and on recent developments. (1) The Bildung-centered approach: Wolfgang Klafki spelled out “Didaktik Analysis” (1958) and further developed it into the “perspective scheme of  lesson planning” (1994). (2) The learning-centered approach: Wolfgang Schulz (1965) focused on the analysis of teacher classroom practices and further developed it into a model of student participation. (3) The biographical approach: Meinert Meyer  and colleagues developed the “Bildungsgangdidaktik” (didactics of learner development and educational experience) with a focus on student and teacher biographies, sense making, and developmental tasks. (4) The empirical didactics approach: Sigrid Bloemeke and other educational researchers aim to integrate empirical research on teaching and learning into the Didaktik-framework .