Teachers should refer to theoretical models in their professional decision making. Such models must be complete enough to reflect the current theories, yet they must be simple enough to be useful to classroom teachers. These models, whether they emphasize learning theories, curriculum theories, or instructional theories, should tie together into a workable design the bits and pieces of those theories. This manuscript assumes teachers will be familiar with instructional objectives, modes of instruction, and most means of feedback. What this manuscript does is to introduce another means of feedback, the cassette tape, and then goes on to establish a model practitioners can use to make congruent selections. (Author)