Developing an instructional strategy

Developing an Instructional Strategy

“Rarely is the question asked: Is our children learning? “ George W. Bush Florence S.C. January 11, 2000Michael W. Moore cwid # 010028336


“The term instructional strategy suggests a huge variety of teaching/learning activities, such as group discussions, independent reading, case studies, lectures, computer simulations, worksheets, cooperative group projects, and soon.” Dick et.al. 2005


Describe considerations in selecting an instructional delivery system. (Final Step): Review the instructional strategy to consolidate media selections and confirm or reflect delivery system level.

Sequence and arrange content in lesson-clusters. Name the five learning components of an instructional strategy and list the primary considerations within each.


“In any kind of formal educational experiences, 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.” Dick et.al. 2005


“Delivery systems and instructional strategies are not synonymous. A delivery system is only part of an overall instructional strategy, even though it is easy for a novice instructional designer to be seduced by flashy technologies and end up ascribing far too much weight to how instruction is packaged and delivered at the expense of the learning components that should be included in the instruction.” Dick et.al. 2005


“The delivery system is enter an assumption that the designer takes into the development of an instructional , or it is an active decision that is made as part of developing an instructional strategy. In either case, choosing a delivery system can be either a lesson-level, course-level, or curriculum-level management decision.” Dick et.al. 2005


“The best way to define delivery system more precisely is through a list of examples. The following are a few examples of common delivery systems for conducting instruction: The following are a few examples of common delivery systems for conducting instruction: Traditional model, Correspondence, Computer-based instruction.” Dick et.al. 2005


“In an ideal instructional design process, one would first consider the goal, learner characteristics, learning and performance contexts, objectives, and assessment requirements, and then work through the following considerations and decisions to arrive at the selection of the best delivery system.” Dick et.al. 2005


“This represents an ideal path for choosing a delivery system because the choice is based on careful consideration of needs and requirements before a solution is named.” Dick et.al. 2005


There are three considerations to note about this ideal path to choosing a delivery system. First is that it almost never happens this way! One reason is that instructors and instructional designers often have preferred modes of course delivery, so in their minds the delivery system has been chosen before the instructional design process has even begun.” Dick et.al 2005


“A second reason is that the delivery system can be dictated by the learning context in which the organization delivers its instructions.” Dick et.al. 2005


“A third reason is that there are situations in which new delivery systems such as video and computers have been purchased and installed, and the designer is told that these systems will be used for the delivery instruction , often in an attempt to justify the purchase of the system.” Dick et.al. 2005


“A second consideration to note about previously described ideal approach to selecting a delivery system is that the numbering 1 through 6 gives the appearance of linear, stepwise sequence, when in fact steps 3, 4, and 5 are frequently considered at the same time.” Dick et.al. 2005


“Content Sequence is the first step in developing an instructional strategy is identifying a teaching sequence and manageable grouping of content. What sequence should you follow in presenting content to the learner?” Dick et.al. 2005


“The most useful tool in determining the answer to this question is your instructional analysis. You would begin with the lower-level skills, that is, those just above the line that separates the entry behaviors from the skills to be taught, and then progress up through the hierarchy.” Dick et.al. 2005


“The instructional sequence for a goal would, of course, logically be sequenced from the left, or 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.” Dick et.al. 2005


“The next question in your instructional strategy deals with the size of the cluster of material you will provide in your instruction. At one extreme of the continuum is the linear programmed-instruction approach, which tends to break all the information down into very small units and requires constant responding by the learner.” Dick et.al. 2005


“The origin of the concept of an instructional strategy is the events of instruction described in Gagne’s Conditions of Learning (1970). In the cognitive psychologist’s view, nine events represent external teaching activities that support internal mental processes of learning. 1) Gaining Information, 2) Informing learner of objective, 3) Stimulating recall of prerequisite learning, are just a few.” Dick et.al. 2005


Summary: “The instructional strategy is a prescription that will be used for developing or selecting instructional materials. Instruction is presented to students in the sequence of the named components in the strategy; however the strategy is not designed in this order. 1) Sequence 2)Prescribe 3)Content 4) Objectives” Dick et.al. 2005

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Education

Developing an instructional strategy