Chapter 8

DEVELOPING AN INSTRUCTIONAL STRATEGY

MUHAMMAD ASIFF B MOHD NOH 2011448708NUR HAZWANI BT HASNAN 2011250686SITI KATIJAH BT SHAHAROM 2011210654WAN AMNAH BT MOHAMAD 2011898494

There is usually a general methodology that is

used for managing and delivering the teaching

and learning activities that we call instruction

This general methodology is referred to as the

delivery system

Delivery system and instructional strategies

are not synonymous

SELECTION OF A DELIVERY SYSTEM(pg. 166-168)

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 mentoring

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

1. Review the instructional analysis and identify logical clusters

of objectives that will be taught in appropriate sequences

2. Plan the learning components that will be used in the

instruction

3. Choose the most effective student groupings for learning

4. Specify effective media and materials that are within the

range of cost, convenience, and practicality for the learning

context

5. Assign objectives to lesson and consolidate media selections

6. Select or develop a delivery system that best accommodates

the decision made in steps 1 through 5

CONTENT SEQUENCING AND CLUSTERING(pg. 168-171)

CONTENT SEQUENCE

The first step in developing an instructional strategy are :

1) Identifying a teaching sequence

2) Manageable content of learning

WHAT SEQUENCE SHOULD FOLLOW IN PRESENTING CONTENT TO THE LEARNER ??The most useful tool in determining the answer to this question is your instructional analysis.

You will generally begin with the lower level subordinate skills on the left and work your up way through hierarchy until you reach the main goal step.

It is not a good idea to present information about a skill until you have presented information on all related subordinate skill.

Work your own way from left, the beginning point and proceed to the right.

If there are subordinate capabilities for any of the major steps, then they would be taught prior to going on to the next major component.

CLUSTERING INSTRUCTION

The next question is how you will group your instructional activities.

You may decide to present one objective at time, or cluster several related objectives.

Five factor when determining the amout of information to be presented ( or the size of “cluster”)

1. The age level of your learners

2. The age complexity of the material

3. The type of learning taking place

4. Whether the activity can be varied,thereby focusing attention on the task

5. The amount of time required to include all the events in the instructional strategy for each cluster of content presented

An instructional strategy describes the general components of a set of instructional materials and the procedures that will be used with those materials to enabled student mastery of learning outcomes

The concepts of an instructional strategy originated with the events of instruction described in Gagne`s Conditions of Learning (1985). In this cognitive psychologist`s view, nine events represent external instructional activities that support internal mental processes of learning

LEARNING COMPONENTS OF INSTRUCTIONAL STRATEGY

(pg. 171-177)

Gaining attentionInforming learner of the objectiveStimulating recall of prerequisite learningPresenting the stimulus materialProviding learning guidanceEliciting the performanceProviding feedback about performance

correctnessAssessing the performanceEnhancing retention and transfer

The Dick and Carey model is based on this cognitive perspective, and we teach it in this text for several reasons

It is grounded in learning theoryIt conforms to currently prevailing views of

instruction in public education (standards based accountability), higher education accreditation and business/industry/military training (performance-based)

It is a necessary foundational system of instructional design for new students of the field and the most intuitive system to learn

To facilities the instructional design process, we

have organized Gagne`s event of instruction into

five major learning components that are part of

an overall instructional strategy

1. Preinstructional activities

2. Content presentation

3. Learner participation

4. Assessment

5. Follow-through activities

Preinstructional ActivitiesPrior to beginning formal instruction, you should

consider three factors.1. Motivating learner2. Informing the learner of the objectives3. Stimulating recall of prerequisite skills

Motivating learnerOne of the typical criticisms of instruction is its

lack of interest and appeal to the learnerOne instructional designer who attempts to deal

with this problem in a systematic ways in John Keller (1987),who developed the ARCS model based on his review of the psychological literature on motivation.

The 4 parts of his model Attention, Relevance, Confidence and satisfaction

The first aspect of motivations is to gain the attention of learners and subsequently sustain it throughout the instruction

Their initial attention can be gained by using emotional or personal information, asking questions, creating mental challenges, and perhaps the best method of all, using human-interest example

The second aspect of motivation is relevanceInstruction must be related to important goals in

the learners` livesFor learners to be highly motivated , they must

be confident that they can master the objectives for the instruction

If they lack confidence, then they will be less motivated

Learners who are overconfident are also problematic , they see no need to attend to the instruction because they already know it all

High motivation depends on whether the learner derives satisfaction from the learning experience

SUMMARY OF LEARNING COMPONENTS(pg. 178-179)

The learning components of a complete instructional strategy are summarized below in their typical chronological sequences

A. Preinstructional Activities1) Gain attention and motivate learners2) Describe objective3) Describe and promote recall of

prerequisite skills.

B. Content Presentation1) Content2) Learning Guidance

C. Learner Participation3) Practice 4) Feedback

D. Assesment1) Entry skills test2) Pretest3) Posttest

E. Follow through activities4) Memory aids for retention5) Transfer considerations

LEARNING COMPONENTS FOR LEARNERS OF DIFFERENT MATURITY

AND ABILITY-pg. 179-

Consider different learners’ needs for instructional strategies

All learners could manage their own intellectual processing; foster learningThey would be independent learners or had

“learned how to learn” Should be planned selectively rather than

being provided slavishly for all learners.

LEARNING COMPONENTS FOR VARIOUS LEARNING OUTCOMES

(pg. 180-187)Intellectual skills Verbal information motor skillsAttitudes

1) preinstructional activities

2) content presentation and learning guidance

3) learner participation4) assessment 5) follow-through

LEARNING COMPONENTS FOR CONSTRUCTIVIST STRATEGIES

(pg. 187-194)

Constructivism has roots in cognitive psychology and has two branches: Cognitive constructivism Social constructivism

Cognitive ID Models and constructivist planning practicesTable 8.2 provides a comparison of the steps

in a cognitive ID model with constructivist planning practices.

Theoretical considerationsA theoretical difference pervading comparisons

of cognitive and constructivist views is rooted in the roles of content and the learner.

Cognitive assumption is that the content drives the system

The learner is the driving factor in constructivism

Previously, more focuses on products and outcomes but now more focuses on process

The CLE is an instructional strategy includes goals for learners that spring from the inquiry process instead of from the content domain

Driscoll (2005) describes 5 aspects of constructivism that should be considered in ID:

1)reasoning, critical thinking, and problem solving2)retention, understanding, and use 3) cognitive flexibility4) self-regulation5) mindful reflection and epistemic flexibility

no. 3, 4, and 5 collectively called metacognitionOther capabilities that Gagne described as cognitive

strategies.Reason for choosing CLEs – when the original goal is

learning to solve ill-defined problems and develop cognitive strategies

Designing Constructivist Learning EnvironmentsReasoning, critical thinking, and problem

solvingComplex, realistic and relevant

Retention, understanding, useProviding for interaction among learners, peers, and

teachersCognitive flexibility

Ability to adapt and change one’s mental organization of knowledge and mental management of solution strategies for solving new, unexpected problem

Self-regulationIdentifying learning outcomes of personal interest or

value and choosing to pursue themMindful reflection and epistemic flexibility

Reflected by learners who maintain awareness of their own process of constructing knowledge and choosing ways of learning and knowing

Planning Constructivist Learning EnvironmentsThe designer must also decide the best path

for learConsiderations of several factors:-

Considerations of learners’ characteristic - ability, maturity, and experience

The skills of the teacher, trainer, or instructional manager

STUDENT GROUPINGS(pg. 194-195)

Planning the learning components of an instructional of an instructional strategy – need to plans the details of student groupings and media selections

Type of student grouping – individual, pairs, small group and large group – depends on specific social interaction requirements

SELECTION OF MEDIA AND DELIVERY SYSTEM(pg. 195-199)

Media selection for domains of learning

Media selection for certain learner characteristics Media selection for certain task requirements found in objectives Media selection for replacing the need for instruction Practical considerations in choosing media and delivery systems

• Intellectual skills• Verbal information• Psychomotor skills• Attitudes