Page 259 - Making Instruction Work

chap 20 3/11/97 5:17 PM Page 245

implementing the instruction 245

Managing Performance-Controlled Instruction

In this format the instructor functions more as a coach than
as a performer. Though the instructor is encouraged to
instruct where necessary, the main burden of the instruction is
carried by other media, such as audiotapes, videos, CDs, print
(manuals, tests, booklets), simulators, or computers.
Nonetheless, the instructor provides critical functions: makes
resources available when needed, diagnoses student problems,
instructs when necessary, and verifies performance progress.
Though the course may be self-paced, it is not conducted
without an instructor (unless it is designed to be a self-study
course). In fact, this format recognizes that instructor time is
too valuable to be wasted on matters that can be better han-
dled through other means.
Instructors using this format have a great deal more control
over learning progress than those using the instructor-led
mode. When students have to demonstrate an ability to per-
form on one objective before they are encouraged to move to
another, the instructor can have constant and instant knowl-
edge of where each student is in relation to course completion
and can take immediate remedial actions when needed.
If you have occasion to conduct a performance-controlled
course, you will need to think of yourself as a coach or consul-
tant rather than as the main dispenser of information.You will
spend most of your time assisting individual students: diag-
nosing their difficulties and recommending corrective action,
providing additional practice opportunities, reviewing perfor-
mance and offering feedback, and reinforcing (glowing on)
student successes and partial successes.
In addition to the skills listed earlier for classroom presen-
ters, you will need only to develop your coaching skill to the
point where you can sit with an individual student and calmly
provide answers to questions, demonstrate a procedure, let the
student make “safe” mistakes, and review performance.
Because you will be physically closer to the student than when