Page 159 - Making Instruction Work

chap 13 3/11/97 5:06 PM Page 145

content derivation 145

Directions

• Labels (e.g., module name and/or number)

• Directions to students (e.g., Go get . . .).

• Directions to other instructors (e.g., To teach this unit
you’ll need the following materials, etc . . .).

Evaluation

• Self-checks

• Skill check

• Self-evaluation explanations
As you can see, the basic “floor plan”of a module is one that,
at the front end, always informs students of the purpose and
relevance of the lesson, and at the back end, always provides
practice, feedback, and evaluation. In between, it offers what-
ever instruction is needed to get them from where they are to
where they are ready to practice.

How to Do It

Now we’re ready to consider the content-derivation proce-
dure.
1. Review the objective.

2. Review your description of relevant practice for that
objective.

3. Review your target population description and hierarchy,
and note what students can already do when they enter
this module.