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relevance of, 144, 145, 152 examples of, 170–184
traditional, 140 “floor plans” for, 162, 163–164
lesson planning in, 169–172
Management, 10–11 problems with, 168–169
of consequences, 8 process of, 166–168
of instructor-controlled tryouts and, 187–195
instruction, 241–242 using existing material in, 165
of performance-controlled Module implementation, instruc-
instruction, 245–246 tions for, 182
Master Progress Plotter, 224 Module Implementation Checklist,
Materials. See also Instructional 183–184
materials Module Notes, 180, 182–183
collecting, 180–181 Module objectives, practicing, 142.
requisitioning, 192–193 See also Objectives
Measurement. See also Criterion Modules. See also Skill hierarchies
tests course procedures and, 221–222
course improvement and, 252 delivery systems for, 155
guidelines for, 253–254 dependency relationships
procedure for, 254–258 among, 202–203
timing for, 254 importance to students, 169
Measuring instruments, drafting, information resources for, 222
20 instructions for, 178–179
Media materials collection for,
decisions about, 21 180–181
selecting, 92, 153–154 packaging, 177–178
Model Course Procedures, practice section of, 168–169
220–224 relationships among, 23
Modeling sequencing of, 197–207
of performance, 144 student choice and, 201
principles of, 233–234 Motivation
quality in, 232–234 enhancing, 22–23, 201, 207
self-efficacy and, 237 waste of, 5
Module administration Motivational techniques, applying,
preparing for, 181 227–238
process of, 176 Multiple-choice tests, 121–122
Module Checklist, 185 Murphy’s Law, 176
Module components, 144–145
Module content Need fulfillment, instruction
presenting, 156 for, 141
selecting, 142 Needs, responsiveness to, 269
Module Content List, 149–150, 152 Needs analysis, 15, 17–19. See also
Module drafting, 22, 161–186. See Goal analysis; Performance
also Lessons; Sequencing analysis; Task analysis
components of, 163–164, 174 Non-instructional remedies, 8–9, 29
directions in, 167–168 Non-training solutions, 15–16