Note: Training / Education / Instruction have different definitions. Training tends to focus on performance. Gagne defines Instruction as the intentional ordering of events in a lesson plan, as does van Merriënboer. Where the "dividing line" is between Training / Education / Instruction is most often the Instructor's definition....

First, A Module/Lesson Objective is presented:
(Three parts to an objective):
1) the performance or the skill is stated
2) the conditions of the performance is stated: materials, setting...
3) the criterion(a) is stated, in measurable terms, so that the person will know whether or not s/he achieves the objective
[not always in this order]

Secondly, List the Instructor's Activity and Student's Activity during the class/workshop/training
(State what the Instructor will do, and
State what the Student will do for each of the below):

1. Explain where this skill fits in the larger scheme of the lesson:
2. State the objective:
3. Explain what skill check (performance check or "quiz/test") the students will need to complete in order to show mastery of the objective:
4. Explain /demonstrate the relevance of this objective/skill to the students:
5. Demonstrate the Relevant Practice, if necessary:
Note any common errors to avoid or discriminations to understand:
6. Teach the content the student needs to know before they can practice the objective, if necessary:
7. Allow student to perform the Relevant Practice (objective), and provide timely feedback[corrective and/or cognitive feedback]:
8. Let students self-check whether they are ready to demonstrate their ability to perform the skill as the objective states,
if necessary:

Performance-based Instructional Design:

This method of instructional design concerns itself with what the student can perform or do because of participating in the training. The student’s performance (the skill that can be performed) is purposely planned from the very beginning to the very end of the instruction: from analysis to the evaluation phase of instructional design.
Mager, R. F. (1997). Making instruction work

Mager, R. F. (1997). Making instruction work, or skillbloomers:   A step-by step guide to designing and developing instruction that works. 2nd ed. Atlanta: The Center for Effective Performance, Inc. 

“Instruction is the activity of planning and executing external events to support learning processes aimed at particular types of learning outcomes” (Gagne and Driscoll, 1988, p.102).

The following list shows the connection between the external instructional event and the internal learning process, in the suggested order of sequence for a lesson:

These nine instructional events are presented during the lesson in this suggested sequence as a way to support the internal learning processes (Gagne and Driscoll, pp 118-127).

Gagne and Driscoll also stated that there are five Types of Learning Outcomes, which can be enhanced by designing and implementing Critical Learning Conditions for each type of Learning. I summarize them here. Refer to the text to see the authors' table:

1) Verbal Information
1. Draw attention to distinctive features by variations in print or speech.
2. Present information so that it can be made into chunks.
3. Provide a meaningful context for effective encoding of information.
4. Provide cues for effective recall and generalization of information.

2) Intellectual Skills
1. Call attention to distinctive features.
2. Stay within the capacity limits of working memory.
3. Stimulate the recall of previously learned component skills.
4. Present verbal cues to the ordering or combination of component skills.
5. Schedule occasions for practice and spaced review.
6. Use a variety of contexts to promote transfer.

3) Cognitive Strategies
1. Describe or demonstrate the strategy.
2. Provide a variety of occasions for practice using the strategy.
3. Provide informative feedback as to the creativity or originality of the strategy or outcome.

4) Attitudes
1. Establish an expectancy of success associated
with the desired attitude
2. Assure student identification with an admired hu-
man model.
3. Arrange for communication or demonstration of
choice of personal action.
4. Give feedback for successful performance; or
allow observation of feedback in the human model.

5) Motor Skills
1. Present verbal or other guidance to cue the executive subroutine.
2. Arrange repeated practice.
3. Furnish mmediate feedback as to the accuracy of performance.
4. Encourage the use of mental practice.
(Gagne and Driscoll, 1988, p. 103).

Gagne, R. M., & Driscoll M. P. (1988). Essentials of Learning For Instruction. 2nd ed.  Englewood-Cliffs, NJ: Prentice-Hall, Inc.

This example is a course map, which graphically depicts the topics/skills that must be learned first, as well as the topics/skills that may be learned at any time by a participant/student... A Course Map may be helpful for sequencing the topics within a course.

Example of a Course Map

1. People are fallible, and even the best people make mistakes.

2. Error likely situations are predictable, manageable, and preventable.

3. Individual behavior is influenced by organizational processes and values.

4. People achieve high levels of performance based largely on the encouragement and reinforcement received from leaders, peers, and subordinates [colleagues.]

5. Events can be avoided by understanding the reasons mistakes occur and applying the lessons learned from past events.
-posted at the Idaho National Laboratory, Human Performance Department