Instructional PlanningInstructional PlanningDr. Eli Collins-BrownDr. Eli Collins-Brown

Week 2Week 2AET520 Instructional Strategies in Adult Education and AET520 Instructional Strategies in Adult Education and

TrainingTrainingUniversity of PhoenixUniversity of Phoenix

Components of DevelopmentComponents of Development

Attention GetterAttention Getter

Instructional ContentInstructional Content

Other instructional modules/training plansOther instructional modules/training plans

Attention GetterAttention Getter

Capture the audience’s attentionCapture the audience’s attention Examples:Examples:

Ice breaker activityIce breaker activity

QuoteQuote

ActivityActivity

QuestionsQuestions

HumorHumor

Instructional ContentInstructional Content

Focus on what learners need to knowFocus on what learners need to know

Chunk content information into portions or Chunk content information into portions or cohesive segmentscohesive segments

Select audience-appropriate Select audience-appropriate topics/subjectstopics/subjects

Consider the timing length of the materialConsider the timing length of the material

Other modules/training plansOther modules/training plans

Gagne – nine events of instructionGagne – nine events of instruction

Madeline HunterMadeline Hunter

Constructivist ApproachConstructivist Approach

Keller’s ARCS modelKeller’s ARCS model

Gagne’s 9 eventsGagne’s 9 events

1.1. Gain learners’ attentionGain learners’ attention2.2. Tell learners the objectivesTell learners the objectives3.3. Recall prior learningRecall prior learning4.4. Present stimulus material (instructional Present stimulus material (instructional

information)information)5.5. Guide learners through infoGuide learners through info6.6. Have learners practiceHave learners practice7.7. Provide learners with informative feedbackProvide learners with informative feedback8.8. Assess learnersAssess learners9.9. Provide tools for retentionProvide tools for retention

Madeline HunterMadeline Hunter

Objectives/standardsObjectives/standards

Anticipatory setAnticipatory set

Teaching/presentationTeaching/presentation

Guided practiceGuided practice

ClosureClosure

Independent practiceIndependent practice

Constructivist ApproachConstructivist Approach

Invitation – setting the stageInvitation – setting the stage

Exploration – describes the activitiesExploration – describes the activities

Explanation – learners shareExplanation – learners share

Taking action – learners take personal or Taking action – learners take personal or social responsibility for their learningsocial responsibility for their learning

Keller’s ARCS modelKeller’s ARCS model

Attention – gain attentionAttention – gain attention

Relevance – emphasize why learners Relevance – emphasize why learners need to knowneed to know

Confidence – learners need to feel like Confidence – learners need to feel like they can accomplish the task, practice and they can accomplish the task, practice and application accomplish thisapplication accomplish this

Satisfaction – they need to feel good about Satisfaction – they need to feel good about what they have learnedwhat they have learned

Various models Various models

No one model is right or wrong.No one model is right or wrong.

Depends on Depends on Instructional designer’s philosophyInstructional designer’s philosophy Learners (audience)Learners (audience) Type of learning outcomesType of learning outcomes Instructional environment (context)Instructional environment (context) Work environmentWork environment Design constraintsDesign constraints

Components in ImplementationComponents in Implementation

Instructional strategies/methodology – Instructional strategies/methodology – how the content will be taughthow the content will be taught

Formative assessment – ongoing Formative assessment – ongoing assessment throughout instruction to assessment throughout instruction to check understandingcheck understanding

Closure Closure

Materials and resources Materials and resources

Formative AssessmentFormative Assessment

Formative assessments are ongoing measures designed to Formative assessments are ongoing measures designed to provide information to both the instructor and learners concerning provide information to both the instructor and learners concerning learners' understanding of segments of course materiallearners' understanding of segments of course materialFormative assessments are conducted throughout the Formative assessments are conducted throughout the instructional process to monitor learners' progress and provide instructional process to monitor learners' progress and provide feedback on strengths and weaknessesfeedback on strengths and weaknessesThe key to formative assessment is the role of feedback. This The key to formative assessment is the role of feedback. This feedback allows learners to correct conceptual errors and feedback allows learners to correct conceptual errors and encourages instructors to modify instructional activities in light of encourages instructors to modify instructional activities in light of their effectiveness.their effectiveness.Since formative assessments are designed to guide learning and Since formative assessments are designed to guide learning and are not utilized as an outcome measure, they are generally are not utilized as an outcome measure, they are generally considered a low stakes assessment. With the emphasis on considered a low stakes assessment. With the emphasis on learner-centered instructional strategies, instructors are learner-centered instructional strategies, instructors are encouraged to integrate formative assessments into the course encouraged to integrate formative assessments into the course mix.mix.

Formative assessments provideFormative assessments provide

Insight on learners' strengths and Insight on learners' strengths and misconceptions in relation to specific course misconceptions in relation to specific course concepts concepts Guidance to improve learner understanding Guidance to improve learner understanding A means of monitoring progress in learning A means of monitoring progress in learning Diagnostic information concerning learners' Diagnostic information concerning learners' errors in understanding errors in understanding A non-threatening activity to identify and to A non-threatening activity to identify and to correct problems in learning and instruction correct problems in learning and instruction Feedback to the instructor concerning the Feedback to the instructor concerning the effectiveness of instructional activities effectiveness of instructional activities

Enhancing formative assessmentsEnhancing formative assessments

Formative assessments must directly relate to learning objectives Formative assessments must directly relate to learning objectives and to instructional activities. When designing a formative and to instructional activities. When designing a formative assessment, target a single objective so that assessment results assessment, target a single objective so that assessment results can be effectively utilized to guide activities toward achievement can be effectively utilized to guide activities toward achievement of that objective and of overall goals. of that objective and of overall goals. While formative assessments may be short and informal, be sure While formative assessments may be short and informal, be sure that all activities are purposeful and goal-directed. Do not use that all activities are purposeful and goal-directed. Do not use formative assessments unless there is a clear purpose related to formative assessments unless there is a clear purpose related to specific course activities or concepts. specific course activities or concepts. To be effective, formative assessments must provide feedback. To be effective, formative assessments must provide feedback. Since the goal of formative assessment is to identify and to Since the goal of formative assessment is to identify and to correct conceptual errors, instructors must ensure that learners correct conceptual errors, instructors must ensure that learners have relevant information to guide their understanding. Feedback have relevant information to guide their understanding. Feedback may be either peer- or instructor-directed as long as it is specific may be either peer- or instructor-directed as long as it is specific to the learning activity and to assessment results. to the learning activity and to assessment results.

Enhancing formative assessments Enhancing formative assessments – cont. – cont.

Since formative assessments are a low-stakes Since formative assessments are a low-stakes measure, it may be difficult to motivate learners' measure, it may be difficult to motivate learners' performance. To encourage active participation, performance. To encourage active participation, formative assessments must be relevant and formative assessments must be relevant and engaging. engaging. Both the formative assessment and accompanying Both the formative assessment and accompanying feedback must be timely to course activities, theories, feedback must be timely to course activities, theories, and concepts. and concepts. To be most effective, formative assessments must be To be most effective, formative assessments must be ongoing. By continually assessing and providing ongoing. By continually assessing and providing opportunities for correction, instructors can guide opportunities for correction, instructors can guide learners toward desired learning outcomes. learners toward desired learning outcomes.

ClosureClosure

Three Types:Three Types: Review closure – summarizes the lessonReview closure – summarizes the lesson Transfer closure – consolidates learning and Transfer closure – consolidates learning and

bridges to new learningbridges to new learning Serendipity closure – unplanned opportunity Serendipity closure – unplanned opportunity

for learningfor learning

Materials and resources Materials and resources

Media SelectionMedia Selection

Printed MediaPrinted Media

Overhead TransparenciesOverhead Transparencies

AudioAudio

VideoVideo

Computer-based trainingComputer-based training

Internet/WWWInternet/WWW

Media SelectionMedia Selection

Where and how instruction will be deliveredWhere and how instruction will be deliveredThe amount of time available for delivering the The amount of time available for delivering the instructioninstructionThe type of information that will need to be presented The type of information that will need to be presented (e.g., verbal, visual, written, auditory)(e.g., verbal, visual, written, auditory)The amount of time and money available for designing The amount of time and money available for designing and producing the programand producing the programThe equipment available to deliver the instructional The equipment available to deliver the instructional program (or money available to buy new equipment)program (or money available to buy new equipment)The target audience’s skill with mediaThe target audience’s skill with mediaYour client’s preferences – the client may have Your client’s preferences – the client may have preferences for a particular type of media preferences for a particular type of media

Printed MediaPrinted Media

PortablePortable

Inexpensive and quick to prepareInexpensive and quick to prepare

Learners are familiar with this mediaLearners are familiar with this media

Easy to distributeEasy to distribute

Requires learners to be able to readRequires learners to be able to read

Overhead transparenciesOverhead transparencies

Effective with large audiencesEffective with large audiences

Easy to prepare and to updateEasy to prepare and to update

PortablePortable

Equipment is easy to operateEquipment is easy to operate

Somewhat outdated technologySomewhat outdated technology

AudioAudio

Provides soundProvides sound

Easy to prepare and useEasy to prepare and use

Equipment is portable and easy to Equipment is portable and easy to operateoperate

InexpensiveInexpensive

Sometimes not easy for all to hearSometimes not easy for all to hear

VideoVideo

Presents full-motion audio and visualPresents full-motion audio and visual

Can incorporate still images, animation, Can incorporate still images, animation, and time-lapseand time-lapse

Good for individuals or groupsGood for individuals or groups

Can pause for discussionCan pause for discussion

Cost of studio production equipment is Cost of studio production equipment is highhigh

Computer-based TrainingComputer-based Training

Combine attributes of all mediaCombine attributes of all media

Can track learner progressCan track learner progress

Instruction can be individualizedInstruction can be individualized

Provides interactivityProvides interactivity

Provides distance learningProvides distance learning

Can provide just-in-time and any time learning Can provide just-in-time and any time learning

Requires that the user have a computer Requires that the user have a computer availableavailable

Internet/WWWInternet/WWW

Incorporates audio, video, and graphicsIncorporates audio, video, and graphicsCan provide interactivityCan provide interactivityCan provide easy access to other resourcesCan provide easy access to other resourcesProvides distance learningProvides distance learningCan provide just-in-time and any time learning Can provide just-in-time and any time learning Capable of wide geographic distributionCapable of wide geographic distributionInternet access can be slow and unreliableInternet access can be slow and unreliableProgramming can be tedious and complexProgramming can be tedious and complexNeed 24-hour technical support Need 24-hour technical support

Planning and instructional variablesPlanning and instructional variables

ImportanceImportance

SequenceSequence

ComponentsComponents

VariablesVariables

RetentionRetention

Importance of Instructional Importance of Instructional PlanningPlanning

Guide for creating your instructional Guide for creating your instructional materialsmaterials

Sequence in which you will present Sequence in which you will present learners with types of learning learners with types of learning experiencesexperiences

Not a content outlineNot a content outline

Sequence of instructional eventsSequence of instructional events

Logical order (e.g., easy to difficult, Logical order (e.g., easy to difficult, concrete to abstract)concrete to abstract)

Procedural order (e.g., first, second, etc.)Procedural order (e.g., first, second, etc.)

Content organization (e.g., general to Content organization (e.g., general to detailed)detailed)

Narrative sequence (e.g., beginning, Narrative sequence (e.g., beginning, middle, and end)middle, and end)

ComponentsComponents

Pre-instructional activities – motivating Pre-instructional activities – motivating learners, informing them of the objectives, and learners, informing them of the objectives, and ensuring learners meet prerequisites ensuring learners meet prerequisites Information presentation – instruction, Information presentation – instruction, examples, informationexamples, informationLearner participation – practice and feedback Learner participation – practice and feedback Testing – pretest, posttest Testing – pretest, posttest Follow through – telling learners what to do Follow through – telling learners what to do next as a result of their performance on a test, next as a result of their performance on a test, such as next courses to take or if they must such as next courses to take or if they must retake the course if they do not pass the testretake the course if they do not pass the test

Variables that influence planningVariables that influence planning

Content – concepts, Content – concepts, generalizations/interpersonal and social skillsgeneralizations/interpersonal and social skillsObjectives – what the learner will be able to do Objectives – what the learner will be able to do as a result of the lessonas a result of the lessonObjectives describe “the knowledge, skills, or Objectives describe “the knowledge, skills, or attitudes students should display as a result of attitudes students should display as a result of participating in a lesson” (Lang & Evans, 2006, participating in a lesson” (Lang & Evans, 2006, p. 209)p. 209)Activities are the “learning experiences in Activities are the “learning experiences in which students participate to achieve which students participate to achieve objectives” (Lang & Evans, 2006, p. 209)objectives” (Lang & Evans, 2006, p. 209)

Instructional RetentionInstructional Retention

Use multiple senses to vary the presentationUse multiple senses to vary the presentation

Retention of information according to Murgio Retention of information according to Murgio (1969)(1969)

Learners retain 10% of what is readLearners retain 10% of what is read Learners retain 20% of what is heardLearners retain 20% of what is heard Learners retain 30% of what is seenLearners retain 30% of what is seen Learners retain 50% of what is heard and seenLearners retain 50% of what is heard and seen Learners retain 70% of what is saidLearners retain 70% of what is said Learners retain 90% of what is said as it is doneLearners retain 90% of what is said as it is done

Instructional Retention – cont.Instructional Retention – cont.

Techniques to vary the presentationTechniques to vary the presentation Focusing – gain and hold attention verbally and Focusing – gain and hold attention verbally and

nonverballynonverbally Moving physically in the classroom Moving physically in the classroom Shifting interaction of instructor to learner and Shifting interaction of instructor to learner and

learner-to-learnerlearner-to-learner Learner-centered learning as opposed to teacher-Learner-centered learning as opposed to teacher-

centeredcentered Pausing (silence) – used for emphasis and allows Pausing (silence) – used for emphasis and allows

learners time to respondlearners time to respond Shifting senses – explain, demonstrate, then Shifting senses – explain, demonstrate, then

learners performlearners perform