Page 34 - Making Instruction Work

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22 making instruction work

Module Drafting (Chapter 15)
Modules (lessons,instruction units) are drafted according to
a “floor plan” that assures (a) practice in the objective of the
module and (b) feedback regarding quality of the practice. The
module also includes the knowledge that must be acquired
before a student can profitably practice the objective.
Performance-based rather than time-based, a module includes
the instruction needed to accomplish a given objective, rather
than instruction that fills a unit of time. If the previous steps
have been completed (which is easier and more quickly done
than it looks at this point), the instruction will practically draft
itself.

Tryout (Chapter 16)
Tryouts are a key step in instructional development. They
provide information about whether the instruction is working
and about where improvements need to be made before they
can be considered ready for delivery to the students. Those
who are serious about instructional quality will always insist
on at least one tryout before putting a course “on line.”
Instructors who must do their own development should
always consider their first delivery of the course as a tryout.

Sequencing (Chapter 17)
Sequencing refers to putting the modules (instructional
units, lessons) into an order that (a) maintains and enhances
student motivation, (b) builds new or complex skills onto
existing ones, and (c) provides periodic practice of things
already learned.

Implementing the Instruction (Part V)

Delivering instruction at the state of the art means instruct-
ing in a way that will help students learn what they don’t