Procedure objectives are quite straightforward. Basically, the strategy calls for a brief introduction, a main idea, some explanation of key points or areas of common error, a demonstration and finally a hands-on practice with feedback.
How to Write a Brief Introduction for an Objective
A brief introduction to an objective should have these characteristics:
•Relates the current objective content to what has just been learned.
•Orients the students to what is coming in the segment.
•Motivates the learner by establishing relevance and purpose for learning the material.
Here's an example of a brief introduction to an objective:
In the last segment you became familiar with all of the features and components of the DOP Pentrometer. Now it's time to start using the meter. This segment will cover the first important activity: Calibrating the meter. It is vital to properly calibrate the meter to be sure your are getting accurate readings.
 Note that the introduction is very brief and to the point, while still exhibiting the three components of an introduction: orientation to what was taught before; brief overview of what is coming, and a motivating statement, in this case based on why it is important to learn the material.
|
How to Write a Main Idea for a Procedure Objective
To write a main idea for a "Procedure" objective:
Write a lead-in statement that introduces the procedure. The lead-in statement should basically be a restatement of the objective behavior, or action statement of the objective. Remember, the three components of an objective are (1) conditions; (2) behavior (action statement); (3) standards.
For example, let's say you have this "procedure" type objective:
"Given a DOP Pentrometer, calibrate the meter for particle size."
The lead-in statement would be something like this:
To calibrate a DOP Pentrometer for particle size, follow these steps:
Notice how closely the lead-in statement parallels the objective.
|
State each significant action as a separate step. The statement must provide all of the detail needed to enable the average learner to do the step correctly, but with no additional elaboration.
For example, a step which requires a learner to "zero a meter" would be:
Zero the meter by adjusting the Meter Zero knob until the needle on the DC Microampere dial reads exactly "0".
Notice that the step contains all of the information needed for most learners in the target audience to do the step. It does not include elaboration or details.
|
Arrange the steps in the correct sequence to perform the procedure.
|
If the procedure varies depending on some circumstance or "contingency", be sure to state the contingency as another step.
Here is an example of a contingency that required another step:
If the instrument has a type B dial, flip the dial indicator knob to "Calibrate".
|
If there are dangerous steps or conditions, point them out in the form of cautions or warnings with the appropriate step in the procedure.
For example, this statement might be inserted with the appropriate step, or at the end of the list of steps:
"CAUTION: Electrical equipment can be hazardous. Always check to be sure the instrument electrical safety inspection sticker is up to date. If not, place the instrument out of service and contact the Calibration Lab."
|
How to Write an Explanation for a Procedure Objective
The explanation can be formatted any way that you feel appropriate. For example, you can clarify the procedure as a whole, such as by explaining the overall intent of the procedure, what the outcome should look like and so on. Or, the explanation can be presented as a series of statements, each associated with a corresponding main idea step.
But regardless of how you organize the explanation, its purpose is the same: to clear up any confusing or complex areas and provide the detail needed for any learner to perform the procedure correctly under any circumstances that are included in the objective.
Your explanation for a "Use Procedure" should accomplish the following:
Clarify any complex step by providing detail such as initiating cues, decision points, actions and results.
If a step is complicated or easy to misunderstand, provide the detail needed to clarify how the step should be performed. Think about what a novice learner would really find helpful.
For example, "To zero the meter, adjust the Meter Zero knob until the meter indicator reads exactly 0 on the DC Microamp dial. The Meter Zero knob is located on the right side of the panel display."
|
Point out any potential complications or special circumstances that might make a step more difficult than usual, and how to deal with them.
Think of things that could go wrong or might require the learner to take additional measures Then provide information that would help the learner deal with such a situation.
For example: If the meter does not read zero even though you have followed all of the steps correctly, it is too far out of calibration to use. Place an Out of Service tag on the instrument and contact the Calibration Lab. Remember to log the instrument out of service in the Instrument Log.
|
Describe any common errors or omissions, their potential consequences, and how to avoid them.
Common errors include those that are made fairly often, or errors that have particularly bad consequences. Think through the procedure carefully to identify any such errors. Then provide tips or reminders in your Explanation to help the learners avoid them. Emphasize the importance of your point by explaining the consequences of the error.
For example: "Remember, before attempting to zero the meter, be sure the Meter Sensitivity switch is in the "HIGH" position. If you zero the meter with the intensity in the "LOW" position the meter will be improperly calibrated. The result will be inaccurate readings, especially readings taken in the high intensity mode. Worse yet, you will have no indications that your readings are off."
|
Use drawings, photographs or the actual equipment to clarify any steps as needed. For example, to support the step, "zero the meter...", use a graphic to indicate the location of the knob and meter indicator dial on the instrument. If the lesson will be facilitated by an instructor, have the actual equipment on hand so that the instructor can point out the appropriate areas.
|
Do not elaborate on a step that is very simple and obviously needs no further detail.
|
How to Develop a Demonstration for a Procedure Objective
To provide a demonstration for a procedure objective, include the following information in the "instructions to an instructor" or in the "self-paced lesson guide":
•Show or identify the initiating conditions.
•Show each step of the procedure being carried out, in the proper sequence, as normally performed under the conditions defined in the objective.
•With each step, point out any areas of difficulty, common errors, or hard to see activities. Explain how to resolve the difficult areas and avoid mistakes.
•Include any tips or advice that might help the learner perform the steps more smoothly.
•Recap or summarize the procedure at the end.
How to Develop a Practice for a Procedure Objective
To provide practice for a procedure objective, include the following information in the "instructions to the instructor" or in the "self-paced lesson guide":
•Provide a scenario and specific example data as needed for the learner to practice the procedure. If the learner will require data at every step, consider listing all of the steps as in the Main Idea along with the associated data with each.
•Provide a series of practice repetitions. All repetitions are more or less the same, except the first repletion might be in a group, and later repetitions might be on an individual basis.
Provide general instructions to the student (or to the instructor, if the practice will be administered by an instructor) for how to carry out the practice. Instructions should include things like: where to get equipment, how to use the lesson guide, and who to see for help.
Start the practice instructions with a clear statement of what the learner will do in the practice.
|
Be sure to describe the expected outcomes so that the student can tell if they are on the right track at every step.
|
Provide several different practice exercises to cover the range of instances required to ensure the student understands the objective and can apply it in the range of circumstances likely to be encountered.
|
Provide feedback after every instance or repetition. Practice without feedback is practically useless!
Include feedback after each question that explains "why". Explain why the objective, or any part of the objective, works the way it does.
|
If the procedure will be presented to the student in a facilitated lab, on-the-job session or classroom, prepare the demonstration in the form of instructions to the instructor. State each step with all of the information necessary to demonstrate the entire procedure. The idea is to provide enough information in the instructions to enable any qualified instructor to perform the demonstration with consistency.
It's tempting to avoid doing that. "Leave it up to the individual instructor to perform the demonstration in whatever way he or she sees fit." That sounds logical. It certainly makes your job as author much easier! But it presents these problems:
•It takes longer for each instructor to gear up for the lesson. Every time the lesson is presented by a new instructor, he or she has to prepare the demonstration. It really adds up. •It also leads to inconsistent instruction. Some instructors might think of important common errors, helps and tips. Others may not. Not every student would get the best instruction possible. So it's best if you, the author, to do the job once, and do it thoroughly.
|
Sometimes the procedure is demonstrated in a self-paced lesson, such as in a student lab guide, video tape lesson, CD ROM clip or other medium rather than by a "live" instructor. In these cases, write up the actual demonstration as a storyboard. Keep these points in mind:
•Be sure that every step is labeled, whether it is shown with a drawing, photograph or video. Be sure the labels match the steps in the main idea. •If you are showing the steps with drawings or photographs, be sure they are very clear. Also be sure they are oriented in the proper perspective to demonstrate the essential points. Use various perspectives for a step if necessary. Use "call outs" (explanatory remarks with arrows pointing to the relevant part of the illustration) to point out hard to see areas. •If you are showing the steps with a video tape or CD ROM clip, prepare the demonstration in the form of a video script, with stick figures, instructions to the actor, and the audio text. •For any type of demonstration, remember to point out the common errors, hard to see activities and tips for performing the steps smoothly. •Provide a brief summary of the steps at the end of the demonstration. A list of the steps is adequate. |
Introduce the Procedure