Phases of Direction Giving: Planning Directions and Giving Directions

Planning Directions
1. Determine the goal. (Be sure students are aware of goal.)

2. Identify steps involved in reaching the goal.

3. Determine best sequence of the steps involved:
a. Directions are usually given in the order to be performed,
b. When several steps are involved, number the steps,
c. Preface a series of directions with a comment to delay movement.

4. Consider how many directions should be given at one time.
a. Familiar, practiced tasks are easier than new ones.
b. No more than three directions should be given at once, if possible.
c. Less than three directions should be given if the task is unfamiliar.
d. If there are more than three, write on the board, over- head, or break into smaller parts.


5. Decide if directions should be written, verbal, or both.
a. Consider the needs and skills of students.
b. Think about if the material is familiar or unfamiliar.
c. Written directions can be posted.
d. A combination of verbal and written directions is usually most effective.