Introduction

Lesson Introduction

• CDT Matrix
• Grading Rubric
• Instructional Methods/Techniques Grid

Learning Scenario

• The CDT Checklist Structure
• Action-Oriented Training
• Information Dump Training
• Your Turn: Practice

Assess Your Skills

• Self Assessment

Go Forth! Create Great Training

• Lesson Review
• References and Materials

Introduction

Instructional designers will apply the Component Display Theory process model to delineate content into the appropriate categories to then develop lesson plans based on prescribed action matrices. The result will be better learning objective attainment through the described hierarchical order of learning toward mastery as well as tools that provide greater lesson effectiveness (mastery of learning objectives) and lesson efficiency (in shorter amounts of time).

Advance Organizers (Job Aids):

• Component Display Theory Matrix
• Grading rubric
• Instructional Methods/Techniques Grid

Objective of the Lesson

Given a Component Display Model, instructional scenarios and job aids, the learner will be able to choose an appropriate method for defined lesson content to a specified level of learner performance. The learner will achieve an 80% or greater based on designed rubric.

At the end of this lesson you should be able to..

• Learner will be able to identify content classifications/categories (fact)
• The learner will be able to differentiate between fact, concept, principles, process and procedures (concept)
• The learner will be able to interpret the classification matrix for courses of action and level of performance based on remember, use and find with the use of a job aid. (principle)
• The learner will be able to apply the component display theory to learning content for each of the content classifications based on level of performance within a scenario (procedure)