Page 28 - Making Instruction Work

chap 3 3/11/97 4:45 PM Page 16

16 making instruction work

intended student audience (target population) is described,
and prerequisites are established.

Design and develop the instruction. The instruction is
then designed and developed, tested, and revised, and the
modules (lessons) are put into a suitable sequence for delivery
to the students.

Implement the instruction. Before the course is delivered,
however, course procedures are drafted so that students and
instructors alike will know the rules by which the instruction
will proceed. Instructors make sure they are prepared with
the skills that will allow them to instruct effectively and
efficiently—without detracting from the learning or from stu-
dent motivation. The course is then ready for the students.

Monitor and revise. Once the course is implemented, it is
periodically checked (evaluated) to make sure it still does what
it was designed to do, and improvements are made where they
are indicated.

That’s the fast tour. Here now is a brief description of each
of the chapters that follow.

NOTE: The procedures described in this book appear in
the approximate order followed when a complete instruc-
tional development project is undertaken, that is, when all
the procedures are used. But it is not necessary to apply
them in the exact order shown, nor is it always necessary to
use all of them to accomplish your mission.

You may want to refer to Figure 3.1 as you read the chapter
descriptions that follow. Before doing that, however, read the
note just above one more time.