The instructional strategy for a "rule" objective is a bit different. You will write a brief introduction, spell out the core steps in the main idea, and offer explanation where it may be helpful.
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.
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How to Write a Main Idea for a Rule Objective
To write a main idea for a "Rule" objective:
Write a lead-in statement that introduces the rule. The lead-in statement should basically be a restatement of the objective behavior.
For example, let's say you have this "rule" type objective:
"Given all of the required information, prepare tax form 1040A"
The lead-in statement would be something like this:
"To prepare tax form 1040A, perform the following:"
Notice how closely the lead-in statement parallels the objective.
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State the rule. Include all of the detail necessary to enable the average learner to use the rule correctly.
The rule statement itself can take many forms. For example:
•A formula, such as a mathematical equation •An algorithm (instructions expressed as a flow chart with decision boxes) •A list of steps To state the rule, be sure that all of the information needed to carry out the under all conditions and standards stated in the objective are present. Do not elaborate or give examples with the rule statement.
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If there are dangerous steps or conditions, point them out in the form of cautions or warnings with the rule statement.
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Here's a "rule" type of objective that involves use of a formula.
"Given a simple circuit and the values for any two of these variables: Voltage, resistance or amperage. Solve for the third variable."
The main idea statement would look like this:
To solve for Voltage, Resistance or Amperage, use the following equation:
E = IR
E represents Voltage
R represents Resistance
A represents Amperage
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Let's say you have this "rule" type objective:
"Given a bank statement and returned checks, balance a checkbook."
The main idea statement would look like this:
To balance a checkbook, follow these steps:
1.Update the checking register 2.Enter the new statement balance 3.Add deposits that are not on the statement |
How to Write an Explanation for a Rule Objective
Your explanation for a "Use Rule" type objective should accomplish the following:
Clarify any complex parts of the rule by focusing on decision points, actions and results.
If any part of the rule is complicated, somehow tricky or could be confusing to any learner within the target audience, provide the detail needed to clear up the confusion.
For example, let's say the main idea is: To solve for Voltage, Resistance or Amperage, use the following formula:
•E=IR •E represents Voltage •R represents Resistance •A represents Amperage Some learners might become confused if the unknown variable is I or R (rather than E). The explanation should remind the learner to transpose the equation before solving for the unknown, and provide an example for how transposing is done.
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Point out any potential complications or special circumstances that might make some aspect of the rule 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 checkbook does not balance, look for the following possible oversights:
•incorrect dollar values for a check or deposit •missing checks •missing ATM withdrawals or deposits |
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 rule carefully to identify any such errors. Then provide tips or reminders in your Explanation to help the learners avoid them.
For example: "Remember to change the sign of the exponent..."
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Use drawings, photographs or the actual equipment to clarify any parts of the rule. For example, to support the rule steps for balancing a checkbook, show an illustrated checkbook with appropriate labels to point out where the data is entered for the various steps. Show a sample monthly statement with labels pointing out and explaining the salient information.
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Do not elaborate on a rule that is very simple and obviously needs no further detail.
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How to Develop Examples for a Rule Objective
When preparing examples to support a rule objective:
Present a variety of examples sufficient to ensure that learners fully understand the rule and can apply it in any circumstance likely to be encountered.
Rule objectives always involve solving a problem or performing an operation where there each situation presents different input and different outcomes. For this reason, you should show the rule being applied in as many situations as it takes for the learner to fully understand the rule.
Suppose the rule is:
E=IR [E= Voltage; I = Amperage; R= Resistance]
The known values will vary with every situation.
One example might show the solution for E when I is 10 Amperes, and R is 12 Volts:
E = I (10) x R (12)
E= 120 Volts
But how helpful is that when the learner may encounter a situation where E is given (120 Volts) and I is given (10 Amperes) and R is the unknown? Not much. You need another example:
E (120) = I (10) x R
1(10) 1(10)
12 = R
Remember, the important thing about teaching rule type objectives is to provide a variety of examples.
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Provide example helps that point out what is going on in each example, and explain the decision points clearly.
Example helps should explain each decision point or action shown in the example. Think about what the learner might find confusing about the example, or why the example looks different from the other examples.
Here's an example with "help" included:
In this example, we are looking for Resistance (R) where E = 120 Volts and I = 10 Amperes.
This time, the unknown variable (R) requires the formula to be "transposed" first.
Divide each side to isolate the unknown, and solve:
E = I x R
I I
Divide both sides by I to isolate R, the unknown
E = R
I
The I cancels itself, leaving the formula for R
E (120) = R
I (10)
Plug in the values and solve the equation
12 = R
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How to Develop Practice for a Rule Objective
To provide practice for a Rule objective:
•Provide a scenario and specific example data for each practice item.
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.
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Be sure to describe the expected outcomes so that the student can tell if they are on the right track at every step.
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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.
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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.
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Often the learner can practice the objective with minimal instructor supervision. In these cases, the instructions in a self-paced lesson or student lab guide must be extremely clear.
•Be sure to specify exactly what the practice requires the learner to do, based on the objective. •Provide very clear directions for where to get the required equipment, the condition or mode that the equipment must be in at the start of practice, where to get the step by step directions and who to see for help. •Be sure to describe the expected outcomes so that the student can tell if he or she is on the right track at every step. |
If the rule 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.
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Introduce the Rule