Page 232 - Making Instruction Work

chap 18 3/11/97 5:14 PM Page 218

218 making instruction work

3. What prevents you from implementing this characteris-
tic?

This school has always had a 50-minute hour, and instruc-
tors are expected to have all students progress at the same
rate.
4. Can you think of a way to get around that constraint?

Well, I suppose I could ask for a policy change, but it seems
unlikely it would happen in my lifetime.

5. If so, take the action needed to get around the constraint.
I can’t think of a way around this constraint.

6. If not, can you think of a way to get around the con-
straint even a little bit?

Well, I suppose I could make some changes within my own
class period without even needing any change in policy. I
could give the students the course objectives and the course
materials and ask them to tell me when they are ready to
demonstrate their skill. When they can perform OK, I
could then let them go on to the next objective.

7. Take the action needed and then write the rule or rules
that will come as close to implementing the characteris-
tic as is possible.
Course Procedures: When you think you have accom-
plished an objective, you may ask for the test. If you can
perform according to the standards (criteria), you may
move ahead to the next objective.

Let me offer a suggestion at this point. Whenever you find
yourself saying,“I can’t do it because it’s against school policy,”
look a little closer. Many of these “policies” have never been