Page 109 - Making Instruction Work
P. 109
chap 9 3/4/97 3:35 PM Page 95
target population description 95
What is their age range?
What will be the likely male-female split?
Do they have families?
What attitudes and biases do you expect them to
bring?
What training and experience have they had in rela-
tion to the subject you teach?
Which of the skills listed on your task analysis do they
already have?
What tools and equipment do they already know how
to use?
What can you say about their physical characteristics?
What other responsibilities will continue during the
course (i.e., are they expected to continue doing their
job while learning)?
While they’re in training, are they away from home,
living in a hotel? How do they feel about their accom-
modations?
3. Describe the range of a characteristic wherever you can.
For example, if you write, “Some will have graduate
degrees, and some will be new to the subject,” or “Some
will have 20 years of experience while others will be new
hires,” you will know immediately that you will have to
treat students differently if you are to be helpful to all of
