Instructional design/Cognitive behaviors/Teaching Procedures, page 7

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example



How to Design a Procedure-Using Lesson
The following are the steps for creating a lesson that teaches a procedure.


 * 1) Identify all the steps, break them down to entry level, and write a generality that includes the label (if any), the goal, and the steps at entry level. To do this, you should observe or ask your subject matter expert (SME) about the nature of the post-instructional requirements for using the procedure and assess the entry level of the learners with regard to the steps.
 * 2) Identify and list all  dimensions of divergence and group them into equivalence classes for the procedure. Make sure the generality deals with all of them.
 * 3) Assess the difficulty level of the procedure for the target learners (on, say, a scale of 1-5).
 * 4) Create an instance pool that contains x items per dimension of divergence, where x = the difficulty level times 2.
 * 5) Create a test, using at least one item randomly selected from each dimension of divergence. If the procedure is a difficult one, increase the number of items per dimension.
 * 6) Create practice items, using at least two items randomly selected from each  dimension of divergence . If the procedure is a difficult one, increase the number of items per dimension.
 * 7) Create examples, using at least one item randomly selected from each  dimension of divergence . If the procedure is a difficult one, increase the number of items per dimension. Include appropriate power components, depending on the difficulty level of the procedure.
 * 8) Create the  feedback  for the practice items so as to be virtually identical to the enriched examples.
 * 9) Think about motivational needs and media selection, and modify the instruction as appropriate to each. (This should be done throughout the process, not just after all else is done.)

Note : In general, the number of examples and test items should be about the same, and there should be at least twice as many practice items as examples.

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Source
Procedure Using by Charles M. Reigeluth. Used by Permission.