ROBERT F MAGER MAKING INSTRUCTION WORK CHAPTER 15

ROBERT F. MAGER, MAKING INSTRUCTION WORK: CHAPTER 15: MODULE DRAFTING CHAPTER 17: SEQUENCING Facilitated by Janie Taylor

AGENDA • Module • • • Drafting What is module drafting anyway? Basic Module Floor Plan How it’s done The Lesson Plan Group Activity: Match ‘em up! • Sequencing Sequence vs. Order – Why it matters • How it’s done • Creating & reading course maps • Group Discussion: Wrapping it up! •

WHY SHOULD YOU CARE? Personal Investment Module drafting & sequencing tie together all of the topics you have facilitated instruction on into a cohesive & deliverable package. Module drafting and sequencing will assist you with developing your training materials for delivery to your client.

TODAY’S OBJECTIVES At the end of today’s lesson, the students will be able to: Identify the components of a basic module floor plan correctly in a group activity within 6 minutes. Create a course map in a group activity within 6 minutes. Complete a post-test on module drafting and sequencing individually with 80% accuracy.

WHAT DO YOU ALREADY KNOW? Let’s find out! Complete the pre-test to the best of your ability at this time.

WHAT IS MODULE DRAFTING ANYWAY? Drafting instruction Includes an objective, a skill check description, a description of relevance, practice, & feedback Format depends on how the instruction will be delivered to the students i. e. Delivery by computer = draft individual screens Always begins with words on paper or screen Every module has a floor plan Can be followed no matter who or what presents the instruction

BASIC MODULE FLOOR PLAN: PAGE 162

BIG PICTURE Zoom out and show the students where they are in the greater scheme of the course. Always included.

OBJECTIVE Use terms the students can fully understand to show them the objective they are to accomplish by completion of the module. Always included.

SKILL CHECK DESCRIPTION Describe what the students will have to do to demonstrate their accomplishment of the objective.

RELEVANCE Explain why the fulfillment of the objective is significant to them. Always included.

DEMONSTRATION Show the students how they will be performing the objective. As needed.

INSTRUCTION Teach the students what they need to know in order to accomplish the objective. As needed.

PRACTICE/FEEDBACK Provide opportunities for the students to practice accomplishing the objective. Supply constructive comments concerning the students’ performance and progress. Always included.

SELF-CHECK Provide students with a way to check their own readiness in relation to accomplishing the objective. As needed.

HOW IT’S DONE: SUGGESTIONS FOR MODULE DRAFTING • Review your relevant practice description & course objective. • Locate existing instructional materials (don’t “reinvent the wheel”). • Write the objective as you will present it to the students. • Write the practice/feedback (backend) section of the module (what equipment will they need and how should they use it? ).

HOW IT’S DONE: SUGGESTIONS FOR MODULE DRAFTING • Describe a demonstration that will show why it is important for the student to accomplish the objective. • Draft a lesson plan for instruction (at least 2/3 should be interactive). • Include detailed directions. • Write what the students will do to demonstrate fulfillment of the objective.

IF YOU’RE STUCK… Try writing the practice/feedback section of the module first, and work backwards. In fact, it’s recommended! Can allow for a much clearer picture of what the rest of the module should look like, and help identify any need for additional content.

THE LESSON PLAN Defined: a blueprint describing instructor-student engagement through activities in order to accomplish the course objective. Main purpose: to flesh out the key events that should occur during the module. For lecture: guides the instructor’s actions, tells students what to do, where to locate the instructional resources, how to practice, and how to demonstrate competence when ready. Regardless of format, make sure it emphasizes what students will be doing (versus the instructor).

GROUP ACTIVITY: MATCH ‘EM UP! As a team, can you identify the basic module floor plan components in this lesson plan sample within 6 minutes? Let’s find out!

BASIC MODULE FLOOR PLAN: PAGE 162

BE RESOURCEFUL Module Checklist: Page 185 Assists you with making sure you include all of the components you will need for facilitating the student performance you desire.

AGENDA • Module • • • Drafting What is module drafting anyway? Basic Module Floor Plan How it’s done The Lesson Plan Group Activity: Match ‘em up! • Sequencing Sequence vs. Order – Why it matters • How it’s done • Creating & reading course maps • Group Activity: Course Mapping! •

SEQUENCE VS. ORDER – WHY DOES IT MATTER? Always a sequence of lessons Does not always have to have a prescribed order Think back to skill hierarchies

SEQUENCING: HOW IT’S DONE Begin the course with the topic of highest interest to the students (the hook). Big picture details (the roadmap). Give the students as much control over the order in which they complete the course as possible. Course maps – simple graphic devices that depict sequence & order of course procedures

READING COURSE MAPS Displays each module and their dependency relationships D If Module A → Module C, then Module A should be studied before Module C Should not study any module that has arrows leading into it before mastering all modules from which the arrows originate Modules shown in parallel can be studied in any order C A B

CREATING COURSE MAPS Write down the name of each module/skill from your hierarchy on a Post-It note Move these Post-It notes around on a flip chart-size piece of paper until they display the same relationship shown in your hierarchy Consider collapsing skills that are closely related and take minimal time to learn into one module Think about the flow of the course What would be helpful to learn prior to other skills?

GROUP ACTIVITY: CREATE A COURSE MAP! D C A B As a team, can you create a course map depiction of K -12 Mathematics within 6 minutes? Let’s find out!

K-12 MATHEMATICS • • • Addition Multiplication Algebra Subtraction Trigonometry Division • • • Statistics Pre-Algebra Calculus Geometry Pre-Calculus Algebra II Be prepared to defend the choices your group made when creating your course map!

Calculus Pre-Calculus Algebra II Trigonometry Geometry Algebra Pre-Algebra Division Multiplication Subtraction Addition MY COURSE MAP: K-12 MATHEMATICS Statistics

WHAT DO YOU KNOW NOW? Let’s find out! Complete the post-test to the best of your ability at this time.