Developing an Instructional Strategy

PRESENTED BY JAMES HENDERSON

BACKGROUNDWe will be addressing the ways a designer identifies how instruction will be presented to and engage learners

OBJECTIVES Describe consideration in selecting an instructional delivery system. Sequence and arrange content in lesson-level clusters. Name the five learning components of an instructional strategy and list the primary

considerations within each Plan the learning components of an instructional strategy including pre-instructional activities,

content presentation, learner presentation, assessment, and follow-through activities, for a set of objectives for a particular group of learners.

Specify learning components that are congruent with learners’ maturity and ability level and type of learning outcome.

Select appropriate student groupings and media for the learning components of an instructional strategy.

Consolidate media selections and confirm or select a delivery system

Instructional Strategy•Is used generally to cover the various aspects of choosing a delivery sequencing and grouping clusters of content, designing learning components that will be included in the instruction, specifying how students will be grouped during instruction, establishing lesson structures, and selecting media for delivering instruction.

Selection of Delivery Systemo There is usually a general methodology that is used for managing and delivering the teaching and learning activities that we call

instruction. o This general methodology is referred to as the delivery system.o Delivery system and instructional strategies are not synonymous.o The best way to define delivery system more precisely is through a list of examples. • Traditional model • Large-group lecture with small group • Telecourse • Computer based instruction • Site based internship and mentoringo In an ideal instructional design process, one would first consider the goal, learner characteristics , learning, and performance

context, objectives, and assessment requirements, and then work through the following considerations and decisions to at arrive at the selection of the best delivery system .

Delivery System Selection

REVIEW THE INSTRUCTIONAL ANALYSIS AND IDENTIFY LOGICAL CLUSTERS OF OBJECTIVES THAT WILL BE TAUGHT IN APPROPRIATE SEQUENCES

PLAN THE LEARNING COMPONENTS THAT WILL BE USED IN THE INSTRUCTION

CHOOSE THE MOST EFFECTIVE STUDENT GROUPINGS FOR LEARNING SPECIFY EFFECTIVE MEDIA AND MATERIALS THAT ARE WITHIN THE

RANGE OF COST, CONVENIENCE, AND PRACTICALITY FOR THE LEARNING CONTEXT

ASSIGN OBJECTIVES TO LESSON AND CONSOLIDATE MEDIA

Examples of Delivery Systems

Instructor-Led Instruction Distance Learning Education Computer-based Instruction Self-Instructional Materials

CONTENT SEQUENCING AND CLUSTERINGContent Sequence *The first step in developing an instructional strategy is identifying a teaching sequence and manageable grouping of content.*The instructional sequence for a goal would logically be sequenced from the left, or the beginning point, and proceed to the right.

1. The age level of your learners 2. The complexity of the material 3. The type of learning taking place 4. Whether the activity can be varied, 5. The amount of time required to include all the events

CONTENT SEQUENCING AND CLUSTERING Clustering Instruction • Deals with the size of the cluster of material you will provide in your instruction. • Five Factors to Consider when Determining Information

The age of the learners The complexity of the material The type of learning taking place Whether the activity can be varied The amount of time required to include all events.

Learning Components of

Instructional Strategies

The instructional strategy concept was originated in Gagne’s Conditions of Learning To facilitate the instructional process, Gagne’s events were organized into five learning components

1. Preinstructional activities

2. Content presentation

3. Learner participation

4. Assessment

5. Follow-through activities

An instructional strategy describes the general

components of a set of instructional materials and

the procedures that will be used with those materials to enable student mastery of learning outcomes

Preinstructional Activities

Prior to beginning formal instruction, you should consider three factors. These factors include motivating the learners, informing them of what they will learn, and stimulating recall of relevant knowledge and skills that they already know

Content Presentation Content presentation usually follows one of two general

patterns---deductive or inductive.

1) Deductive pattern, a textbook, an instructor, or mediated materials show the learner how to distinguish the pieces of new learning and the structural relationship among the pieces in order to put them all together into a coherent whole.

2) Inductive pattern is most associated with discovery learning in which students are guided, or guide themselves, through experiences from which they glean the pieces of new learning and the structural relationship needed to build the coherent whole.

Learner Presentation One of the most powerful components in the learning process is

that of practice with feedback.Enhance the learning process greatly by providing learners with activities that are directly relevant to the objectives, giving learners and opportunity to practice test into the instruction.Common approach is the “try out” approach

Assessment Four basic criterion-referenced test1.Entry Skill2.Pretest3.Practice4.Posttest

Developing Draft materials for formative evaluation

Producing material in their form after formative evaluation and revision.

Follow-through activities Final learning component in the instructional strategy,

follow-through, is a review of the entire strategy to determine whether learner memory and transfer needs have been addressed.

Memory Skills, consider what learner will be doing when performing the instructional goal and consider what they will have to recall from memory.

Transfer of Learning, the process whereby the learner applies skills learned in on context to another, similar context.

STUDENT GROUPINGS

When planning the learning components of an instructional strategy, you also need to plan the details of student groupings and media selections. The primary question to ask when making decisions about student groupings is whether requirements of social interaction exist in the performance and learning contexts in the specific learning component being planned, or in one’s foundational views of teaching process.

SELECTION OF MEDIA AND DELIVERY SYSTEMS

Selections of media and delivery systems share many considerations, so the two topics should be addressed together. Media are useful to the extent that they effectively carry required learning components of an instructional strategy.

SELECTION OF MEDIA AND DELIVERY SYSTEMS

The delivery system is usually determined early on in the instructional design process. This does not create an issue for two reason:

1. Medium itself does not make a significant difference in how much students learn

2. Designing instruction under an imposed delivery system does not particularly limit the media formats available.

SELECTION OF MEDIA AND DELIVERY SYSTEMS

There were several areas examined in regard to media selection 1. Domains of Learning2. Certain Learning3. Characteristics Certain Task Requirements Found in Objectives4. Replacing the Need for Instruction

LIFELONG LEARNER SUMMARY

As a change agent, the willingness to learn and adapt is a must. Things change daily, what was popular yesterday may change in the morning. As an IT professional in the K-12 school system, I have noticed that teachers that don’t adapt and utilize technology struggle to gain and keep their students attention.