Page 66 - Making Instruction Work

chap 5 3/11/97 4:49 PM Page 54

54 making instruction work

What to Do with It
Once the goal has been analyzed into the performances that
represent its meaning, it’s easy to see what to do next.

1. Put a check-mark beside each of the things that students
can already do. If they can already do it, you won’t get
more of it by “teaching” it. If they know how to do it but
aren’t doing it, complete a performance analysis to find
out why they aren’t doing what they know how to do.

2. Consider the items not checked. If they can’t do it and
need to be able to do it, you or someone else will need to
teach them to do it. Decide who will teach what.

3. Complete a task analysis for each of the tasks that must
be taught. (See Chapter 6, Task Analysis.)

4. Write objectives to describe the main outcomes you need
to achieve, and then follow as many development steps
as needed to facilitate the performance you need.

To Learn More: See Resources #3 and #9.