c.
presentation of content ;

d.
clarification of main points ;

e.
provide practice opportunity or reinforcement ;

f.
provide feedback for participants (progress test etc.) ; and

g.
performance of the objective and assessment of achievement.

3.7.2.2 Course objective(s) and description of the mastery test should be introduced at the beginning of the course module.  This allows trainees to know exactly what is expected of them and how they will be evaluated at the end of the course.  This will also reduce the level of anxiety for trainees but also help to keep instruction focused on the desired level of performance.  At a minimum, the introduction should include:
a.
the presentation of terminal or end-of-module objectives and the mastery test ;

b.
intermediate objectives ;

c.
activities provided in the module ; and

d.
any reference material on the subject matter and intended length of time.

3.7.2.3 During the presentation of the module, it may be useful to provide a brief demonstration or sample of the desired performance. This may help motivate participants and provide relevant context for expected levels of proficiency. The relevance of content being presented could be identified several different ways.  One way is to ask participants: “What will happen if this is done?”
3.7.2.4 Presentation of content should be divided into manageable pieces of information.  Course modules should be sequenced in a logical and interesting manner. The main points of module content should be clarified immediately after the elements of content have been presented.
3.7.2.5 Activities and practice items should be provided to support the successful achievement of training objectives(s).  Trainees must be provided with several opportunities to review and practice the skills and knowledge being covered before taking a mastery or progress test.  This will help to ensure trainees have mastered all enabling objectives leading to the desired performance of a terminal objective. 
3.7.2.6 Once critical enabling objective(s) are completed a progress test may be necessary. Not in every situation will a course instructor need to test for trainee’s progress.  For further description of when to test a trainee’s progress, refer to paragraph 3.6.5.1 and 3.6.5.2.

3.7.3 Instructional events
3.7.3.1 Instructional events are identified as “any action, which moves the trainee towards the accomplishment of any instructional objective”. When designing instructional events, course developers should ensure that they address any of the following functions:
a.  
gain attention and motivate trainee ;

b.  
demonstrate what the trainee will be able to accomplish after learning ;

c.  
demonstrate how accomplishments will be tested ;
　
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