THE PROCESS OF INSTRUCTION WOULD BENEFIT FROM BEING ORGANIZED IN TERMS OF BEHAVIORAL PSYCHOLOGY. FIRST, THE PROCESS OF TASK ANALYSIS SHOULD DIVIDE THE FINAL OBJECTIVE INTO A SERIES OF SUBTOPICS OR RELATED TASKS. PERHAPS DIFFERENT TEACHING PROCEDURES WILL BE NEEDED TO MASTER DIFFERENT SUBTOPICS OF THE FINAL OBJECTIVE. SECOND, AN ASSESSMENT SHOULD BE MADE OF THE PRESENT KNOWLEDGE OF THE LEARNER AND OF HIS ABILITY TO PROFIT FROM THE INSTRUCTION. THIRD, IN HIS PRESENTATION OF SUBJECT MATTER THE INSTRUCTOR SHOULD BE AWARE OF A NUMBER OF ISSUES, INCLUDING (1) THE NEED TO CONTROL THE PRESENTATION OF SUBTASKS TO ACHIEVE A MAXIMUM OF TRANSFER OF TRAINING, (2) VARYING THE MEANS OF THE LEARNER'S CONTACT WITH THE SUBJECT MATTER, (3) THE AMOUNT OF PRACTICE AND REVIEW CONSIDERED APPROPRIATE TO GIVEN SUBJECT MATTER, (4) THE BENEFIT OF MINIMIZING ERRORS WHILE STILL RECOGNIZING THE USE WHICH CAN BE MADE OF ERRORS IN POINTING OUT THE SPECIFIC NEEDS OF INDIVIDUALS, AND (5) HOW TO PROVIDE EFFECTIVE REINFORCEMENT TO ENCOURAGE CONTINUED EFFORT. FOURTH, THE NATURE AND EXTENT OF TESTING PROCEDURES SHOULD BE VARIED ACCORDING TO THE EXPECTED OUTCOMES OF INSTRUCTION AND SHOULD BE USED TO EVALUATE THE INSTRUCTIONAL PROCESS ITSELF AS WELL AS THE LEARNER'S PERFORMANCE. THIS DOCUMENT APPEARED IN AV COMMUNICATION REVIEW, VOL. 14, NO. 4, WINTER 1966. (GW)