Careful planning is the first step in designing a strong instructional program, but a syllabus alone is not instruction until it's "delivered" to the students. The designer's first step consists of integrating expected outcomes with knowledge of adult learning theories, learning styles, and student needs. What should the students be able to do, say or think after instruction, at what level of proficiency, and under what conditions? How will the designer create opportunities for students to experience the content, practice the skills, and achieve competence?
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