(3) The last part of your introduction is the statement of your
objectives, or scope. By stating the objectives you are letting the student
know exactly what information to be looking for in the program.
b. The body.
(1) The body of your outline should be organized into main points.
Each of these main points should be supported by examples or illustrations.
(2) This supporting material should be designed with two things in
mind:
(a) it should have credibility and,
(b) it should help the student discern the importance of the main
points.
c. The conclusion.
(1) The conclusion of the outline consists of two parts, the summary
and the closing.
The summary consists of a recap of the main points and
possibly mentions an example of each. The closing is an appropriate way of
ending the program.
(2) There are, of course; many variations to this organization,
especially should we decide to have some type of student participation in
the program. We may want to have the program stop for student participation
in a workbook, or to discuss what has just transpired.
We may want to
indicate certain points in our outline where the program will stop for
student questions (just before the summary is a good place). We may wish to
indicate places where we will have internal summaries. All these additions
to the basic organization of our outline are most desirable, especially the
inclusion of student participation. More on this will appear later.
4.
The following is an example of an outline
developed
from
the
objectives found in Learning Event 2, paragraph 5.
OUTLINE
I.
Introduction
Attention:
Show a radio team
using
their
equipment
during
a
tactical situation.
Motivation:
Show that the team cannot get through because of the
broken antenna.
Objective:
Be able to repair whip antennas.
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