Here is a procedure that you may find helpful for applying the above-described
principles to develop your lesson.
1. Identify the critical characteristics, and write a **generality**
that includes the label (if any), the superordinate concept, and the critical
characteristics. To do this, you should observe or ask your SME about the
nature of the **post-instructional requirements** for classifying the
concept and assess the **entry level **of the learners with regard to
the critical characteristics.

2. Identify and list all **dimensions of divergence** (equivalence
classes) for the concept.

3. Assess the **difficulty** **level** of the concept for the
target learners (on, say, a scale of 1-5).

4. Create an **instance pool **that contains roughly *x* items
per dimension of divergence, where *x* = the difficulty level times
2.

5. Create a **test**, using at least one item randomly selected from
each dimension of divergence. If the concept is a difficult one, increase
the number of items per dimension.*

6 Create **practice items**, using at least two items randomly selected
from each dimension of divergence. If the concept is a difficult one, increase
the number of items per dimension.*

7. Create **examples**, using at least one item randomly selected
from each dimension of divergence. If the concept is a difficult one, increase
the number of items per dimension.* Include appropriate power components,
depending on the difficulty level of the concept.

8. Create the **feedback** for the practice items so as to be virtually
identical to the enhanced examples.

9. Think about **motivational needs** and **media selection**,
and modify the instruction as appropriate to each. (This should be done
throughout the process, not just after all else is done.

* Note: In general, the number of examples and test items should be
about the same, and there should be at least twice as many practice items
as examples.