Analysis

• Who are your learners?
• Find out: who your audience is; what they already know; what are their learning characteristics; what they need or want to learn; why they need it; and in what environment will they apply the learning.
• What are you trying to achieve with your instruction?
• Define the need for, and the general aim or purpose of, the course/subject/lecture.
  This is the overall goal or rationale for the course.
• What knowledge, skills and attitudes need to be taught?
• Determine what must be taught in order to satisfy the learners’ needs.
• How much content do you need in your instruction?
• Set the scope of the content to be covered in terms of time required, number of lessons
• and topic areas.

Design and development

• What are your objectives?
• The needs analysis should have identified general learning areas which must be defined in terms of specific measurable objectives or learning outcomes.
• What skills, knowledge and attitudes are you trying to develop?
• This will be determined by your objectives and will provide the framework for the content.
• Higher level skills and knowledge should be identified wherever possible so that understanding and problem-solving abilities are developed in learners.
• What resources and strategies will you use in your instruction?
• Teaching resources and activities should be chosen to complement the learning outcomes.
  How will you structure the content of your learning material?
• Sequencing, presentation, and reinforcement of the content will rely on grouping of related objectives and activities.
• How will you assess the learners’ understanding and whether or not they have met the objectives of the instruction?
• Assessment methods must also be matched to the learning objectives so that there is agreement between what the intended outcomes are and what is being measured by the assessment.

Implementation

• Implementation may involve teaching learners how to make the best use of interactive learning materials, presenting classroom instruction, or coordinating and managing a distance learning program.

Evaluation

• Evaluation by both teachers and learners can provide the basis for improvement and development of the instruction. It is even better if somebody else sits in on a lecture and prepares detailed notes about the presentation, content and structure. Video taping is also a good method for evaluating face-to-face teaching.