Page 35 - Making Instruction Work

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strategy of instructional development 23

already know, as efficiently and as humanely as possible. As
most instructors work under somewhat less than ideal condi-
tions, compromises have to be made. Implementation, there-
fore, means instructing in a way that applies the state of the art
as well as the situation will allow.

Course Procedures (Chapter 18)

Course procedures are derived from ideal characteristics and
local constraints. These are written down so they may be given
to the students and used as guidance by both students and
instructors. A course “map” may be derived from the course
procedures and the skill hierarchies; the map shows students
how the course modules are related to one another and which
modules must be mastered before others can be attempted,and
is used to help students to decide what to do next.

Getting Ready (Chapter 19)
Before instructing, instructors need to know how to facili-
tate, rather than to impede, the instructional process. This
includes being able to define the components of instructional
success, to apply and control the favorable consequences that
will be used to strengthen desired performances, to apply the
modeling principles that facilitate or impede performance,
and to strengthen student self-efficacy (self-judgments about
the level of one’s abilities).

Implementing the Instruction (Chapter 20)
The instruction is then made available to the students. For
each module, students review the objective and decide
whether they need instruction or practice before attempting to
demonstrate their competence. If they decide they need
instruction, they work through the instruction, practice until
they feel ready, and then demonstrate their mastery of the