8' Developing An Instructional Strategy

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8. Developing An Instructional Strategy
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Background

• Instructional strategy suggests a huge variety of
  teaching/learning activities(183)
• Psychologists have been successful in identifying
  several major components in the learning process
  that, when present, almost always facilitate
  learning motivation, prerequisite and
  subordinate skills, and practice and
  feedback.(184)

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Concepts

• The term instructional strategy is used generally
  to cover the various aspects of
• choosing a delivery system,
• sequencing and grouping clusters of the content,
• describing the learning component that will be
  included in the instruction,
• specifying how students will be grouped during
  instruction,
• establishing lesson structures,
• selecting media for delivering instruction.

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Concepts

• Selection of Delivery system
• There is a usually a general methodology that is
  used for managing and delivering the teaching and
  learning activity that we call instruction.(184)
• This general methodology is referred to as the
  delivery system.(184)
• A delivery system is only part of an overall
  instructional strategy.(184)
• Examples traditional model, correspondence,
  large-group lecture, telecourse, videoconference,
  CBI, WBI, Self-paced program.

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Concepts

• Selection of Delivery system
• 6 Selection Guidelines(185)
• 3 considerations(186)
• Preferred modes of delivery
• a linear stepwise sequence1-6
• System design model is equally applicable whether
  the delivery system is chosen earlier or later in
  the process

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Concepts

• Content sequence and clustering
• Content sequence(188)
• Begin with the lower-level skills, and then
  progress up through hierarchy
• Be sequenced from left, and proceed to the right.
  If there are subordinate capabilities for any of
  the major steps, they they would be taught prior
  to going on to the next major component
• Exceptions
• when two or more steps in a goal are the same
• when instruction includes the use of several
  pieces of equipment

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Concepts

• Clustering instruction(188)
• Age Level
• Complexity of the material
• Types of learning
• Whether the activity can be varied
• The amount of time

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Concepts

• Learning components of instructional
  strategies(189)
• The origin of the concepts of an instructional
  strategy is the nine events of instruction
  described in Gagnés Conditions of learning
• Five major learning components(189)
• Preinstructional activities
• Content presentation and examples
• Assessment
• Follow-through activities
• Learner participation

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Concepts

• Preinstructional activities
• Motivating learners
• ARCS model(190) Attention, Relevance,
  Confidence, Satisfaction
• The most important aspect of maintaining
  learners perceptions of relevance appears to be
  the congruency between the learners expectations
  and the instruction they encounter(192).
• Learners will have an immediate reaction to the
  volume of material presented initially
• Will learners be rewarded for learning the skills
• Informing the learners of the objectives(193)
• Informing the learners of prerequisite skills(193)

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Concepts

• Content presentation and examples(193)
• Learning is facilitated by the use of examples
  and nonexamples
• Content presentation totality of what is to be
  learned along with relevant examples and
  nonexamples in the form of illustrations,
  diagrams, demonstrations, model solutions, sample
  performances, and so on.

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Concepts

• Learner participation
• Practice and Feedback
• When instructional strategy is formulated, it is
  typical to provide content, examples, practice,
  and feedback for each objective in the
  instructional analysis(194)
• Sometimes, it is more efficient and appropriate
  to combine several objectives into a cluster in
  order to provide more integrated content,
  examples, and practice and feedback.
• It cannot be assumed that just because you have
  taught each of the objectives in your analysis,
  that learners will be able to integrate all of
  the skills and information in order to perform
  the terminal objectives(194)

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Concepts

• Assessment
• Decisions(195)
• Will I test entry behavior? When?
• Will I have a pretest? When?
• When and how will I administer the posttest?
• Embedded Attitude Test These questions indicate
  what the learners thought of the instruction at
  the time they encountered it.(195)

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Concepts

• Follow-through activities
• Review of entire strategy to determine whether
  learner memory and transfer needs have been
  addressed.(195)
• Memory skills(196)
• Job aids
• Transfer of learning
• Learners transfer only some of what they learn to
  new contexts. Learning tends to be situation
  specific.(197)
• In addition to making the training and
  performance as similar as possible, it is also
  very helpful to require learners to develop a
  plan that indicates how they will use their new
  skills in the transfer context.(197)

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Concepts

• Learning components for learners of different
  maturity and ability levels(198)
• The intent in planning instructional strategies
  should be to match learning components with the
  amount of guidance needed by the intended
  learners.(198)
• Moore and Kearsleys Transactional Theory
• more autonomous distance learners can manage
  greater transactional distance, thus requiring
  less course structure and course dialogue(meaning
  student interaction) for an effective course
  experience.(198)

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Concepts

• Learning components for various learning outcomes
• Intellectual skills(199-202)
• Provide ways in which learner can link new
  content to existing prerequisite knowledge in
  memory.
• Recall the hierarchical nature of intellectual
  skills in determining the sequence for
  presentation.
• Select both clear examples and nonexamples
• Focus on both successes and failures in students
  practice
• The content presentation for the terminal
  objective should therefore be at least a review
  of all of the steps that are required to perform
  the goal and an example of complete, correct
  performance of the goal.
• Provide opportunity to practice the terminal
  objectives
• The strategy for assessment of learners
  performance of intellectual skills involves
  determining when and how to test the skills.
• Review of the strategy for memory and transfer
  requirements is extremely important with
  intellectual skills

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Concepts

• Verbal information(202-3)
• Objectives can be summarized using organizational
  structures
• Context for storing information and recalling it
  is extremely important The more detailed the
  elaboration and linking procedure, the greater
  likelihood that learners will store new
  information in a logical place and recall it
  later.
• Provide direct instruction on the relationship
  among items in the subset and among different
  subsets
• Include a memory device, or mnemonic
• Design practice activities that strengthen
  elaborations and cues and that better establish
  an organizational structure.
• Feedback about the accuracy of verbal information
  recalled should be provided.
• In testing verbal information, you will want to
  be sure to provide learners with cues that will
  be available in the performance context for
  recalling the information.

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Concepts

• Motor skills(204)
• Executive routine ? Automatic execution
• Video and films can be used to capture movement,
  but often photos or drawings can be used
• Cluster meaningful parts of the skill.
• Practice and feedback are the hallmarks
• Provide learners with a job aid.
• The ultimate question in testing any motor skill
  is can the learner execute the skill that has
  been taught.

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Concepts

• Attitudes
• Attitudes consist of three components Feelings,
  behaviors, cognitive understandings
• Feeling can be described as pleasures or
  displeasures that are expressed through our
  tendency to approach or avoid a situation.
• This tendency depends on success or failure in
  prior, similar situation or our observation of
  others in these situations.
• The content and example of the strategy should be
  delivered by someone who is respected and admired
  by the learners.
• Because attitudes can be learned vicariously,
  mental rehearsals may prove beneficial for
  practicing them. eg) drama(206)
• Perhaps the most important consideration in the
  instructional strategy for teaching an attitude
  is the adequacy of the components that will
  promote transfer.

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Concepts

• Learning components for constructivist strategies
• By prescriptive, we mean that the learning
  components of the instructional strategy are tied
  directly to a predetermined content structure and
  the teaching-learning process is tied directly to
  the learning components.(207)
• Table 8.2

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Concepts

• Student grouping
• Types of student grouping depends on specific
  social interaction requirements and is often
  mixed within and among the learning components in
  a lesson or unit.(207)

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Concepts

• Selections of media and delivery systems(209)
• The general conclusion of this research on
  effects of media is that the medium itself does
  not make a whole lot of difference in how much
  students learn, but design of instruction.
• The learning components of instructional strategy
  are still the key predictors of learner success,
  and they must be provided by the instructor

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Concepts

• Media selection for domains of learning(2101)
• Reiser and Gagnes model
• It is necessary to select a medium for a cluster
  of similar objectives, and attempt to mix
  compatible media for a variety of objectives.
• Media selection for certain task requirements
  found in objectives
• Whether specific sensory discriminations are
  required to master the objective.
• Whether social interaction is required for
  mastery of the objective.
• Practical considerations in choosing media and
  delivery systems
• Availability of various media, ability of
  instructor and designer, flexibility, durability,
  convenience, cost-effectiveness

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Concepts

• Developing an instructional strategy(212-4)
• Indicate the sequence of objectives and how you
  will cluster them for instruction
• Indicate what you will do with regard to
  preinstructional activities, assessment, and
  follow through.
• Indicate the content to be presented and the
  student participation activities for each
  objective or cluster of objectives
• Review the sequence and clusters of objectives,
  preinstructional activities, assessment, content
  presentation, student participation strategies,
  and student groupings and media selections.
• Review the entire strategy

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Concepts

• Evaluating an instructional strategy(215-6)
• Reviewers SME
• Try out with one or two learners