planning the insturctional strategy
TRANSCRIPT
Christopher Walker
Planningthe Instructional Strategy
The picture breaks down the application or strategies that can be used to understand chapter 8.
Planningthe Instructional Strategy
Name the five learning components of an instructional strategy and list the primary considerations within each.
Plan the learning components of an instructional strategy, including preinstructional activities, content presentation and learning guidance, learner participation, assessment, and follow-through activities, for a set of objectives for a particular group of learners.
Specify learning components congruent with learners’ maturity and ability levels.
Tailor learning components for the type of learning outcome.
Objectives
1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities
Five Learning Components
Prior to beginning formal instruction, consider three factors: motivating the learners, informing them of what they will learn, and stimulating recall of relevant knowledge and skills that they already should know.o Motivating Learners – to produce instruction that
motivates the learner four attributes of the instruction must be considered throughout the design of the instructional strategy
1. Attention – gain and sustain learners attention
2. Relevance – illustrate relevance of instruction for learner
3. Confidence – demonstrate that learners have the skills and ability to be successful in learning particular skills
4. Satisfaction – ensure the learner derives satisfaction from the learning experience
Preinstructional activities
Informing the Learner of the Objectives - By providing learners with the objectives, you help them focus their study strategies on these outcomes.
Stimulating Recall of Prerequisite Skills - The third preinstructional component is informing learners of the prerequisite skills required to begin your instruction, first as a quick reality check to make sure that learners get an initial view of the relationship between the new content and what they already know.
Preinstructional activities continued
Preinstructional activities
• totality of what is to be learned along with relevant learning guidance in the form of examples and nonexamples, illustrations, diagrams, demonstrations, model solutions, scenarios, case studies, sample performances, and so on.
• learning guidance• the use of examples• illustrating with still and motion graphics• Highlighting• Flowcharting• talking through progressive levels of abstraction• ranking by size• Importance• Complexity
Content Presentation and Learning Guidance
Content Presentation and Learning Guidance
• Practice with feedback is one of the most powerful components in the learning process. You can enhance the learning process greatly by providing learners with activities that are directly relevant to the objectives, giving learners an opportunity to practice what you want them to be able to do. • Feedback - sometimes referred to as knowledge of results and
often provided in the form of reinenforcement
Learner Participation
Question Research
Create Organize
Collaborate
Share
Learner Participation
Break down of students following assessments and instruments.
Learner Participation
four basic criterion mentioned in chapter seven; entry skill test, pretest, posttest, practice test
Assessment
https://www.cmu.edu/teaching/assessment/basics/alignment.html
https://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/FY15%20TKES%20and%20LKES%20Documents/QG%20-%20TKES%20-%20TAPS%203%20Instructional%20StrategiesTeachers.pdf
Assessment
Assessment
The final learning component in the instructional strategy, follow-through, is a review of the entire strategy to determine whether learner memory and transfer needs have been addressed. These questions can be answered first by reviewing the performance context analysis, which should describe the conditions under which the learners must perform the instructional goal.
Follow-through activities
Follow-through activities
Not completed Completed
Follow Through Activities
Change Agent
As a change agent, being able to adapt is the overall key to accomplishing goals in the field of instructional strategy. This is in regards to learning outcomes. In order to make certain that all outcomes are met we have to be able to change and adapt to make sure that the learner is taken care of and that the learner gains as much knowledge as possible.
