Page 175 - Making Instruction Work
P. 175

chap 15  3/11/97 5:08 PM  Page 161







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                               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
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