Page 147 - Making Instruction Work

chap 12 3/11/97 5:03 PM Page 133

RELEVANT PRACTICE CHECKLIST
PERFORMANCE
1. What will trainees be doing when practicing the objective?

2. What do the criteria in the objective talk about?
• Product of performance Save the Product
• Shape of performance Record the Performance
CONDITIONS
3. What cues/conditions must you provide to make the practice possible
(i.e. to meet the conditions stated in the objective)?

FEEDBACK
4. How will you let trainees know their performance is OK or not OK
(i.e. meets the standards of the objective)?
(Check as many times as needed.) • Description of correct responses
ADEQUACY • Checklist of criteria or key points
• Modeling of desired performance
• Description of desired performance
•
5. Given those standards, can you rely on trainees to decide if their performance
is OK or not OK?
YES NO Have somebody (or something) provide the
comparison of performance with standards
6. If the work is NOT OK, can you rely on them to decide what is wrong with
the performance?
DIAGNOSTIC YES NO Could they tell what’s wrong if you model the
performance and/or describe common problems?
If YES . . . Provide modeling and/or description
of common errors (problems)
If NO . . . Have somebody diagnose the
performance
7. If they know what is wrong with their performance, can you rely on them to know
what to do to improve?
CORRECTIVE performance and/or described typical remedies or solutions?
NO
Would they know how to improve if you modeled the
YES
If YES . . . Provide modeling and/or description
of typical remedies or solutions
If NO . . . Have somebody provide the
remedies or solutions
8. Describe relevant practice. Account for all the checks made above, and include
all items needed to provide the cues/conditions listed in item 3.
©1997 The Center for Effective Performance
© The Center for Effective Performance. From Instructional
Copyright © 2012, Mager Associates, Inc. From Instructional
Module Development, by R. F. Mager, 2nd Edition.
Module Development, by R. F. Mager. 2nd Edition, Revised 1996.