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Developing an Instructional Strategy
Lasheena NationOctober 8, 2016
Background
Developing an instructional strategy, the following must be included:
Content Activities Materials
Background
The Content, Activities and Materials are specific knowledge that will be shared with students, how students will be engaged in receiving knowledge and other elements that will give knowledge.
Objectives Describe considerations for selecting an instructional system Sequence and arrange content in lesson-level clusters Name five learning components of instructional strategy Specify learning components that are congruent with learners' maturity, ability level
and type of learning content Select appropriate student groupings and media for the learning components Consolidate media selections and confirm or select delivery system
Selection of Delivery System There are many examples of delivery systems in
providing instruction for learners. Distance education Computer-bases instruction Self-instruction Materials Instructor-led instruction
Content Sequencing The 1st step to delivering an instructional strategy is identifying a teaching sequence and
manageable grouping of the content
The goal would logically be sequenced from left to right of from beginning to ending.
Clustering Consider the following factors when determining the amount of information presented (or the
size of the cluster)
Age Level Complexity of the material Type of learning Varied activity Amount of time required for all instructional activity
Learning Components of Instructional Strategies
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.
The concept of an instructional strategy originated with the events of instruction described in Gagne's Conditions of Learning (1985). In this cognitive psychologist's view there are nine supporting internal mental processes of learning.
Nine Learning Components Gaining attention
Informing learner of the objective
Stimulating recall
Presenting the stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance correctness
Assembling the performance
Enhancing retention and transfer
Learning Components for Learners of Different Maturity and Ability Levels
Ideally these are independent learners who “learned how to learn”
Planning should be selectively rather that providing slavishly for all learners
Learning Components for Various Learning Outcomes
Basic learning component for instructional design are the same whether you are designing instruction for an intellectual skill, verbal skill, a motor skill or an attitude
4 Types of Learning Components Intellectual Skills
All five learning components should be considered Verbal Skills
This section considers each learning component in relation to verbal information goals and subordinate skills
Motor Skills
Usually involves several activities and skills Attitudes
Researches believe our attitude consist of three components Feeling Behavior Cognitive understanding
Learner Components for Constructive Strategies
Constructivism
A learning theory in which learning in viewed as an internal process of constructing meaning by combining existing knowledge with new knowledge gained through experiences in social, cultural and physical world
Constructivism Learning Environments
Learners in collaborative groups with peers and teachers consulting resources to solve problems. Collaboration can be face to face or managed at a distance by media. Collaboration can be real or stimulated in virtual learning spaces as well.
Student Grouping In planning learning components of a instructional strategy, also plan the details of students
grouping and media selections.
One question to consider in planning student grouping, think about if requirements of social interaction exists in the performance and learning context in the specific learning component
or in foundational views of the teaching process.
Media Selection and Delivery System Media can be used effectively by carrying many of the learning components of instructional
strategy.
Determine what media to use early in the planning process
Areas to Examine in Media Selection Domains of learning
Learning characteristics
Task requirements doing in the objectives
Replacing the need for instruction
Selecting Media and Delivery Factors Cost Flexibility Convenience Usability Designer Knowledge
Summary As a lifetime learner, there are many options to
consider in effectively developing an instructional design. There was once a time when books and writing or printed materials where the main source of learning. Since we have now expanded to various technology (computers, phones, television) and additional applications that help exists further knowledge
