Communication suggestions for clear directions & instruction

The single biggest problem with communication is the illusion that it has taken place.
George Bernard Shaw

Introduction

Teachers need to give clear and understandable oral and written directions and instructions. In classes where teachers do, learners' focus is on the activity and its related ideas; rather than trying to decipher the directions.

When learners need to learn a skill, procedure, or vocabulary, before they do an activity; it is a challenge to give them directions that will prepare them as quickly as possible so they can begin the activity.

Suggestions for good directions!

Suggestions, for understandable directions

Prepare them ahead of time. If you do not provide a written copy, make an abbreviated list as you explain them.

Sentence Structure

• Use language and patterns that the learners know and use.
• The easiest structure to understand is subject, verb, object.
• The subject for a command is understood as you.
  • ( You ) Cut a square.
  • ( You ) Draw a circle. Or
  • ( You ) Fill the beaker with water.
  • ( You ) Get into groups.
  • One group member gets the materials.
• Conjunctions and, how, for, and as are the most easily read and comprehended.
• Short sentences are often easier to understand.
• The pronoun referent should be clearly identifiable.

Vocabulary

• Choose words familiar to the learner and specifically describe what they should do.
  • For example use Guess instead of predict.
  • Look at instead of observe. This does not mean that young children should not be taught these words in kindergarten or first grade, but until you are confident they know words, don't use them in directions that they are expected to read on their own.
  • Learners should know and use words fluently before they meet them in their independent work.
• Be specific.
• Tell them what to do as simply as possible.
• Tell how many.
  • Write three sentences that describe.
  • Use the centimeter ruler and measure three objects.
  • Write the name of the object and its length to the nearest centimeter.

Illustrations

• Use pictures, graphs, charts... to help learners visualize, understand, and remember.
• A picture may be placed after a word in parentheses or a box.
• You might use rebus writing (substitute pictures for words)
• Use illustrations to help them understand sequences.
• Illustrate each step.
• Illustrate difficult steps along the way.
• Illustrate the final product. This serves as an advanced organizer and a means of self-evaluation.
• Use color, boxes, circles, or other means to highlight certain areas.

Logical order

• Put directions in a logical order.
• List them in short precise phrases.
• Number each step in the list.
• Write the steps so the learner can read one, complete it, read the next, complete it, and so forth.

Format

• The overall appearance should be simple and inviting.
• Leave margins on both sides, the top, and the bottom.
• Write in large type.
• Write or print legibly.
• Do not mix upper case and lower case inappropriately.
• Write everything in cursive or print.
• Allow enough space between each step (double space).
• Use capital letters, color, bold, italics, or underlinings selectively to focus attention. Do not color each letter in a word a different color.

Motivation

• The activity itself should motivate learners. However, even the most motivational activity can't keep them interest if it is not organized to get their attention, focus their action on the activity, and sustain them until completion of the activity.
• An activity that is motivational and has good directions will grab their attention and maintain their interest even if they may need to struggle with some difficult vocabulary, concepts, and/or materials to complete it.
• Design the activity to increase interest and/or a sense of continued success.
• Introduce the activity to generate interest.
• Relate the activity to the learner’s life.
• Note the importance of the activity.
• Indicate their possibility of success.

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