Page 33 - Making Instruction Work

chap 3 3/11/97 4:45 PM Page 21

strategy of instructional development 21

students and instructors alike can determine whether the stu-
dent is ready to move to the next unit of instruction. They are
not intended to determine how well a student performed in
comparison with other students, but to determine how well the
student performed in comparison with the objective.

Relevant Practice (Chapter 12)

This is a description of what must be provided—the “stuff”
it will take—to make it possible for students to practice the
substance of the objective. The description lists tools and
equipment needed as well as environmental requirements. It
also lists any other persons that may be required for practice to
occur under realistic conditions. Since practice is essential to
making instruction work, it is important that the practice be
crafted correctly.

Content Derivation (Chapter 13)
With objectives, criterion tests, relevant practice, and Tpop.
descriptions in hand, instructional content can now be derived
to facilitate accomplishment of each objective. The procedure
used ensures that students will learn what they need to know,
while not having to attend to irrelevant content or to study
what they already know.

Delivery System Selection (Chapter 14)
This procedure determines the combination of media,
resources, and other items that will be most useful in delivery
of the instruction. It identifies the means by which learners
will be taught what they need to know before they can practice,
and it identifies the things that will be needed to provide the
practice itself. Media decisions are made after content has been
derived and are usually easy to make and take little time.