Page 255 - Making Instruction Work

chap 20 3/11/97 5:17 PM Page 241

implementing the instruction 241

Disadvantages are that (a) instructors require some coach-
ing before they can manage this format, and (b) some instruc-
tors find it difficult or impossible to handle this type of
performance-oriented structure (they would rather perform
than coach). Another “disadvantage” is that lead time is
required to prepare the materials. Though this is also true of
the instructor-led format, instructors have so often been
expected to “wing it”(instruct without preparation) that many
people erroneously believe that good instructor-led instruction
takes little or no preparation, while a performance-based
course takes more preparation time than is reasonable.
Here’s how instruction is managed in both instructor-
controlled and performance-controlled formats.

Managing Instructor-Controlled Instruction

No matter what the format of your instruction, you will
always have occasion to present information by means of the
lecture. When this is the case, you are acting as a transmitter, a
broadcaster, of information, and your own behavior, as always,
is critical. For example, if students cannot easily understand
your words, all your preparation and all your expertise will be
of little value. If your diction is poor, or your accent difficult to
understand, you yourself become an obstacle to learning.
There are other characteristics that a good presenter (lec-
turer) should have if he or she is to facilitate learning rather
than interfere with it. Here is a list. The effective presenter:

1. speaks clearly and understandably,
2. has mastery of the subject matter,

3. models desired student performance,

4. models enthusiasm for the subject and for learning,
5. provides positive consequences for desired performance,