Page 193 - Making Instruction Work

chap 15 3/11/97 5:08 PM Page 179

module drafting 179

Example #3, continued:

them in the mood,”tell them exactly what to say. Put the words
right in their mouths.
“Say to the participants the following . . .” Whenever you
have to provide directions or instructions for someone else to
give to students, be as precise as you can.
Here’s an example:

For the Instructor:

1. Get the practice envelope marked R-1, and check to see
that it contains the five drawings labeled 1 through 5.

2. Set the controls on the white print machine to accept a
medium-density drawing.

3. Hand the envelope to the student, and say to the student:
“Here are five typical jobs to be run on your white print
machine. Tell me how you would set up the machine to
run ten copies of each drawing.”

4. Write the student’s response in the space provided on the
response sheet.

5. If the student’s response for the first drawing is correct,
say “Good.” If it is not correct, tell him or her what the
correct response is. (This is a practice session, not a test.)

6. Provide this type of feedback as each item is completed.
Though you may not have to do this sort of thing often,when
you do, be precise. Before drafting your own implementation
material, it will be useful to look at a few other examples.