Page 175 - Making Instruction Work
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chap 15 3/11/97 5:08 PM Page 161
15
Module Drafting
Situation: You have all your analysis documents, and
you know what will be needed to provide students with
practice. You are ready to draft instruction.
Once you have your TPop. description, objectives, relevant
practice description, and content summary, your module will
practically write itself. Well, all right, maybe that’s a slight exag-
geration, but not much. Think about it. Every module includes
an objective, a skill check description, a description of rele-
vance, practice, and feedback.You’ve already got those compo-
nents, with the exception of the description of relevance. So
you’re almost ready to draft. True, instruction is as much art as
science, but the components you already have will take a lot of
the guesswork out of module drafting.
How It Goes
The way you actually put pencil to paper (or fingers to key-
board) when drafting a module will depend mainly on how
the instruction will be delivered to the students. For example,
if the instruction will be delivered by audio tape, you would
draft the module in the form of a script. If it will be delivered