Instructional Design and Lesson Planning
Domain focus
Instructor II designs instruction from job performance requirements rather than delivering someone else’s plan. The exam tests task analysis, learning objectives, lesson-plan components, and alignment between objectives and evaluation.
Core rules
- Start with a job or task analysis: what must the student do on the job, under what conditions, to what standard?
- Write objectives in ABCD form: Audience, Behavior, Condition, Degree. Use observable verbs such as “advance,” “connect,” or “identify”-not “understand.”
- Match the learning domain: cognitive (knowledge), affective (attitude), psychomotor (skill).
- A complete lesson plan includes title, target audience, prerequisites, objectives, time, materials, references, content outline, application, evaluation, and assignment.
- Sequence from simple to complex and from known to unknown; include review and summary.
Worked example
Task: ventilate a flat roof with a power saw. Objective: “Given a ventilation saw, PPE, and a marked roof, the student will cut a 4 ft × 4 ft inspection hole within 3 minutes without damaging the rafters.” Audience = student; Behavior = cut the hole; Condition = saw, PPE, marked roof; Degree = 4 × 4 ft, 3 minutes, no rafter damage. Reasoning: every part of the objective appears in the skills checklist, so the test measures the intent.
Traps
Using vague verbs; writing objectives after the test; omitting prerequisites; copying a lesson plan without adapting it to the audience; planning content that never appears in evaluation.