Many undergraduate courses can be easily modified for televised instruction. However, courses such as group work require weekly writing, have major expectations of practice, and necessitate immediate feedback, and so need considerable revamping for televised instruction. Ways to achieve this modification are covered here. The first consideration is to identify the course components that would easily transfer to televised instruction. Components that transfer easily to video instruction are lectures; demonstrations; test, term, and research papers; media; and student questioning. Some of the components involved in teaching group work--group leadership, group dynamics, and group process--do not transfer as easily. Such classes need immediate instructor feedback and a measure of student interaction. Weekly writing assignments may present a problem because, due to class size, it may not be feasible for the instructor to read, make comments, and grade all of the assignments. Likewise, personal journals could not be assured privacy. The model for teaching televised instruction shifts emphasis from process to content, and from the affective to the cognitive. The components for the model are preparation, practice, feedback, and evaluation. The revised focus for teaching on television involves learning theories, instructional theory, and researching content. Other suggestions for televising courses are offered. (RJM)