Page 148 - Making Instruction Work

chap 12 3/14/97 3:06 PM Page 134

134 making instruction work

Here are some examples:

Example #1:

Objective: Be able to replace any component in an
R-Bander aircraft engine. Conditions: shop
environment, tools and manual available.
Criterion: No damage to tools or engine;
replacements are made according to R-B proce-
dures.

Thinking it through: (The checklist on the following page is a
job aid often used in the preparation of relevant practice
descriptions.) The numbered items below refer to the num-
bered items on the checklist.
1. “Let’s see. The performance called for is that of replacing
parts.

2. “The criteria talk about the performance itself (replace-
ments are made according to R-B procedures) as well as
the product of the performance (correctly replaced parts
as well as undamaged tools and engine). That means I
should record (e.g., videotape) the performance so that
it can be reviewed later.

3. “To make practice possible, I’ll have to provide an engine
on a bench, some tools, some replacement parts, and the
manual. Oh, yes; I’ll also need a video recording setup.
That way students can evaluate their own practice per-
formance.

4,5. “Now about adequacy feedback. How can I provide the
basis for letting students decide whether their perfor-
mance is OK or not OK? Hmm, I can provide a checklist
of key items. That way they can review their videotape to
see whether their work matches the checklist items.