Page 298 - Making Instruction Work

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284 making instruction work

Non-training tools, 12 consequences of, 215, 268
“Note to Course Manager,” 178 demonstrating, 150
diagnosing, 131
Objectives. See also Course encouraging, 231–232
objectives; Criterion tests evaluating, 129
achieving, 168 as a goal, 11, 12
adjusting, 256–257 influences on, 255–256
clarifying, 114 modeling, 144
comparing instructional materials observing, 115–116
to, 166 relevant practice for, 130
defined, 73–74 rewarding, 234
delivery systems and, 155 videotaping, 232, 234
improving, 260 Performance aids, 9, 35
mastery of, 141 Performance analysis, 17–18, 29–39
matching with needs, 267 example of, 36–39
in module drafting, 163, 175 flowcharting for, 68
relevant practice for, 127–128, Performance Analysis Flowchart,
130–138 32–36
reviewing, 145 Performance checks, 20–21
student performance and, description of, 149
255–256 Performance-controlled instruction,
writing, 166 239, 240–241
Obstacles managing, 245–246
checking for, 35 steps in conducting, 246–247
in the learning environment, Performance criteria, 134
268 Performance discrepancies, describ-
On-the-job training, 1 ing, 31, 33
Optional activities, providing, 147 Performance management, 8
Orientation, for performance- Performance mastery, 236
controlled instruction, 246 Performance measurement. See
Outcome information, providing to Criterion tests
students, 267 Performance quality, recognizing,
Outcomes 215–216
deriving, 19–20 Performance standards, 75, 129
describing, 73 Performance technology, 7–9
desirable, 230 Performance tests, improving, 265
instructional design for, 141 Performer potential, analyzing, 35
writing objectives about, 74–75 Personal Progress Summary, 223
Physiological information, 237–238
People characteristics. See Target Pipe, Peter, 206
population (TPop.) Policies, questioning, 218–219
People resources, 11 Practice. See also Relevant practice
Performance, 6–12. See also Job per- improving, 262
formance in module drafting, 164