Page 37 - Making Instruction Work

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strategy of instructional development 25

What Next?

The chapters that follow describe each of the tools and pro-
cedures named above, and provide an assortment of examples.
Though the descriptions are offered in the approximate order
in which they are usually accomplished, it should not be
implied that any step is completed and then forgotten.
Instructional development always involves modification of
earlier steps in light of what develops later. Further, the deci-
sion to develop instruction is discontinued whenever it is dis-
covered that the desired performances can be achieved in
other ways.
The procedures for systematic development of instruction
are not limited to any subject matter, profession, or vocation.
Regardless of the intent of the instruction, the procedure for
its development is basically the same.
A final word before proceeding. Though the content of this
book must be presented in some sort of order, you should not
believe that you can reap benefits only by applying all of the
techniques, and in the order presented.Your instruction can be
improved by the application of almost any one of these proce-
dures, whether or not others are applied as well. The final
chapter will suggest a priority for improvement of existing
instruction—a sort of “bang-for-the-buck” list that will pro-
vide clues about what might be the most productive next step.

To Learn More: See Resources #12, #15, and #19. (The “Useful
Resources” list can be found at the back of this book.)