Developing an Instructional Strategy

1. Developing an Instructional Strategy Dick & Carey 8

2. Media Selection Questions?? • What media should I use? • When do I select it? • Should I use a “Media Selection Model?” • Reiser models

3. Sequencing & Chunking Instruction • Sequencing • Use Your Instructional Analysis to order instruction • Identical Goal Steps don’t have to be taught twice • Chunking strategies • Use with complexity learning

4. Instructional Strategy(5 steps) 1. Pre-instructional Activities 2. Information Presentation 3. Learner Participation 4. Testing 5. Follow-Through

5. 1. Pre-instructional Activities • Motivate Learners • ARCS Model (Keller 87) • Attention • Relevance • Confidence • Satisfaction • Inform the Learner of the Objectives & Perquisite Skills

6. 2. Information & Examples • Determine what information, concepts, rules and principles need to be presented • Common error • Giving too much information • Determine type and number of examples to be used

7. 3. Learner Participation • Utilize plenty of Practice & Feedback

8. 4. Testing • Test in authentic situations

9. 5. Follow-Through Activities • Enrichment & Remediation Materials • Memory & Transfer Strategies • Transfer of Learning?

10. Utilize General Instructional Strategies • 9 events of instruction

11. Utilize Specific Instructional Strategies A. Intellectual Skills B. Verbal Information C. Motor Skills D. Attitudes

12. For: A. Intellectual Skills • Provide links from new to existing info • Recall the hierarchical nature of the skills • Focus on relevant and non-relevant characteristics • Use familiar examples & non-examples • Deliver congruence of practice to match the performance objective

13. For: B. Verbal Information • Provide links from new to existing info • Provide ways of organizing new information • Provide “context” for storing and using information • Include detailed elaborations of content • Provide analogies or ask to imagine

14. B. Verbal Information(Continued) • Ask learners to provide examples for their own experiences • Provide information in subsets • Provide direct instruction on the relationship of the items in the subsets and • Among different subsets • Provide outlines and tables that summaries, etc. • For new or unrelated materials provide a memory device (mnemonic)

15. For: C. Motor Skills • These involves several phases • “Executive Routine through “Automated Execution” • Include a Visual Presentation • Group Similar Skill Clusters • Practice & Feedback • Job Aids • Test under transfer conditions

16. For: D. Attitudes • Consist of: • Feelings • Behaviors, • Cognitive understandings

17. D. Attitudes (continued) • Instruction should be delivered by someone or something that is respected by the learner • This model should: • Display the desired behavior and / or • Indicate the appropriate attitude • Decide if group or individual teaching is best

18. D. Attitudes (continued) • Consider if you are: • creating an attitude or • reshaping a negative attitude • Consider the audience: • Volunteers? • Are they satisfied with themselves? • Are Attitudes cared about? • Do you have freedom to deliver instruction

19. D. Attitudes (continued) • Use mental rehearsal • Use story simulations • Test with • questionnaires with hypothetical situations and questions

20. “That’s All Folks” Go forth and create instructional content following these guidelines