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etc. Even though the student will not be required to use these more advanced
procedures, they are illustrated to show him or her the range of possibilities.
Some range of activity is included in this lesson, but the real range of activity
will come as the microscope is used during the course.]
38. Opportunities for the student to demonstrate the process (Iegs) should
include several tries using a variety of equipment and materials (Ieg'r). During
the early practice tries, correct-answer feedback (FB'ca,h) should be immedi-
ate and precise, indicating to the student steps omitted, steps performed cor-
rectly, decisions omitted or incorrect, etc. Later stages of practice should let the
consequences of the student's actions provide the feedback concerning adequate
performance (see Fig. 7.5 ).

[NOTE: Limitations in equipment available would probably limit the variety
of experience that could be provided. In this case the student may use the same
microscope but could certainly have a variety of experience with different slides
and specimens.]


ACKNOWLEDGMENT

I would like to acknowledge the contributions of Eric Von Hurst to the writing of
this chapter. Eric wrote an early draft that was used for our presentation at the
1982 AERA convention. The current version is a significant revision of this
earlier draft.


REFERENCES

Merrill M. David. ( 1983) Component display theory. In C. M. Reigeluth (Ed.), Instructional
design theories and models: An overview of their current status.

-244-

Questia, a part of Gale, Cengage Learning. www.questia.com

Publication Information: Book Title: Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Contributors: Charles M. Reigeluth - editor. Publisher: Lawrence Erlbaum Associates. Place of Publication: Hillsdale, NJ. Publication Year: 1987. Page Number: 244.
    
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