Clear instructions allow everyone to know what to do
It allows the time to be best spent: allows us to move smoothly into different processes
Clear instructions help ensure that the facilitator knows
Instructions can be an introduction, or can continue through a process
In constructivist learning, the facilitator creates a structure, goals, and then there's open space within that in which people work. If the scaffolding is adequate then people can make their way, if it's too light, people lose direction, if the structure is too heavy it loses life.
Try to discern how much is enough.
Good instructions include:
The right order
The right level of detail
The right portion – get them to the next instruction point.
The medium of instructions reflects different learning styles. It's not that written or oral instructions are the “right” way, different learning styles are best served by different media.
Be aware of how the instructions shape the experience.
Relates somehow to the pacing of different groups' pacing. It can be a challenge knowing when to give the next instructions to a set of small groups, for example.
Sometimes, give a “plan B” or new process for those who finish quickly. (Situational, Incremental instructions)
Mnemonics and other tools to help 'frame' instructions.
The placement of instructions, and how to get back to them is important. For example, having the instructions for a group process shown on an overhead.
Clear instructions relates doubly to trust:
participants having the trust to ask for clarification.
Participants having the trust to try the process without absolute instructions.
Trust that the participants are able to do it.
Be aware of attention span – repeating the instructions in different ways, or keeping them short.
Repeating in different ways helps with attention span and multiple intelligences.
A possible strategy: give enough instructions to give folks started, then once folks get stuck, let them bring the next.

There's a potential downward spiral where non-clear instructions prompt a multiplicity of questions, not just due to need for clarification, but to lack of trust in the process. This mushrooms into wild complexity.

Clarity of instruction is in the mind of the receiver: what to one person is extremely clear instructions to another are mystifying.
Vibeswatch – are the instructions landing.
Note that at times participants may 'help' one another with inaccurate descriptions of the instructions.
Write it out – find the simplest and most direct way to explain it, even if it won't be given as written instructions.
Endpoint visualization – instructions on the final step, then precede to the starting point.
Sometimes we learn it backwards, but teach it forwards.
Example: Tennis technique.  The goal is taught, then the basic body mechanics.
Example: Tai Chi – can be taught either from the beginning, or the 108 movements are learned, then instruction on how to put them together.

- A treasure hunt is a good example of incremental instructions: it defeats the experience to give all the instructions at the beginning.


Often the problem can be that instructions aren't concrete enough.
(alternate example: setting a VCR – the instructions are completely concrete, but impossible to follow)

Characteristics of clear instructions
Introduction
Repeat from different perspectives
language is direct and concise
Confirmation & feedback is sought

Cautions & Caveats:

Sometimes just “Dive In”, don't let over explanation drain t he life and spontaneity from a process.
Clear instructions don't help if they are the wrong instructions.