Page 151 - Making Instruction Work

chap 12 3/11/97 5:03 PM Page 137

relevant practice 137

Here is one more example.

Example #2: For an example of a totally different sort, let’s use
the skill of writing relevant practice descriptions.

Objective: Given an objective and a checklist, be able to
write a description of relevant practice. Criteria:
The description includes (a) the performance
required, (b) critical cues and conditions under
which the performance is expected to occur, and
(c) sources of adequacy, diagnostic, and correc-
tive feedback.

Thinking it through:

1. “Let’s see now. The performance called for is that of
writing a relevant practice description (#1 on the check-
list on the preceding page).

2. “All the criteria describe the product of the performance,
so there would be no need to record the performance for
later review; that is, the objective calls for a written
description rather than for the behavior that leads to
that description. I’ll save the product (the written
description).

3. “To make practice possible, I’ll have to provide one or
more objectives for students to practice on and some
checklists. That’s about all.

4. “How can I provide the basis by which they can decide if
their descriptions are OK or not OK? I can provide a
model of a description. It would also help them decide
whether their description is OK or not OK if I provided
a completed checklist.