1. Following Instructions

'Following Instructions' is essentially two kinds of skill, depending on whether successive or simultaneous processing is required.  Where an 'expert' is directing a 'novice', successive processing is required: attending to detail, imitating, sequencing the steps, seeking clarification, remembering, and so on. Exam instructions, instructions on procedures, instructions in a new skill are all successive. As a student advances from novice status towards mastery, instructions change to require simultaneous processing, where only the purpose or outcome is articulated and the student understands without being told what appropriate intervening steps are, makes judgements of selection and priority and gets the task done without further instruction.

Following instructions is a more complex skill than may at first appear.  Causes of difficulty in following instructions may include hearing problems, difficulties in auditory sequencing, reading or language difficulties, problems of attention, low successive processing skills, impulsiveness, not understanding the purpose, not valuing the purpose, and so on.  Difficulties may also be caused by the way the instruction is given.  Common errors by teachers include not securing attention before giving an instruction, giving too many instructions at once, using language beyond the children's developmental level, not explaining the purpose of the instruction or not prompting students to use strategies for remembering or analysing instructions accurately.

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