Instructional Strategies

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Instructional Strategies

• WED 460

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Where are we.
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Instructional Strategies

• How do we formulate our strategies??
• Based on what ????

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Please tell me you know this

• The products from the previous phases (i.e., Goal
  Analysis, Identify Objectives, Content
  Sequencing) feed into Instructional Strategies.
• Now, you answer the question
• How do I present the content needed to achieve
  meaningful learning for this objective?

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Meaningful Learning

• Occurs when the learner constructs personally
  relevant and understood relationships between new
  information and the learners existing knowledge.
  David Ausubel, Joseph Novak
• Generative learning is meaningful learning
  This
  is a cognitivist perspective

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Generative Learning

• An instructional strategy that prompts or
  motivates the learner to actively make meaningful
  connections between what they already know and
  the new information.
  Merlin Wittrock
  (1974), Barbara Grabowski (1996), David
  Jonassen (1985)
• A cognitive approach based on information-processi
  ng model

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Instructional Strategies

• GOAL
• Design instruction so that the learner is
  motivated to generate or construct these
  meaningful relationships

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Generative Strategies

• Recall
• Repetition, rehearsal
• Integration
• Paraphrasing
• Organizational
• Analyzing key ideas, outlining
• Elaboration
• Add own ideas to new information

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Performance-content Matrix

• See Page 148 Text 5th Ed
• Pg 154 4th Ed

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Performance-content Matrix

• Each instructional objective is classified in a
  cell based on content
• Prescriptions how to
• A) how info is initially presented
• B) the generative strategy to increase depth of
  processing

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Prescriptions for Teaching

• Group discussion
• Describe prescriptions for teaching
• Facts
• Concepts
• Principles and rules
• Procedures
• Interpersonal skills
• Attitudes

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Prescription How to

• Design your instructional strategies
• Review each objective and determine which cell it
  best fits in matrix.
• Refer to appropriate prescriptions (Morrison, chp
  7) and select
  
  1) an initial
  presentation strategy (for instructors)
• 2) a generative strategy (for learners).
• Develop the instruction, which consists of
  initial presentation strategy and the generative
  strategy.
• See also Morrison, pp. 357-359.

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Summary

• The instructional design product from this step
  of the Kemp process is the strategy design for
  treating each objective.
• Guides the development of instructional materials
  and generative strategy components for active
  learning.
• A blueprint for developing the unit

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Implications for instruction

• What prescriptions, processes, and/or strategies
  can you use to design instructional strategies
  for your unit, module, or lesson?
• Strategies can
• Address the learners characteristics
• Help the designer plan and sequence instruction

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Instructional Formats

• Classroom/Lecture
• OJT (on-the-job-training)
• CBT (computer-based training)
• WBT (web-based training)
• Self-Directed Learning
• Cooperative Learning
• Group Discussion/Small Group
• Project/Problem Based Learning

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Instructional Approaches

• Discovery Learning
• Problem-Solving
• Instructional Games
• Drill Practice
• Tutorial
• Case Study
• Role Playing
• Simulations

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Implications for Instruction

• Androgogy (adult learning) principles
• Convince of need (WII-FM)
• Active participation
• Prior experience
• Problem solving
• Application to real world and relevant issues
• Feedback

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Gagnés Nine Events

• 1. Gain attention
• 2. Inform learners of objective
• 3. Stimulate recall of prerequisite learning
• 4. Present stimulus material
• 5. Guide learning
• 6. Elicit performance
• 7. Provide feedback
• 8. Assess performance
• 9. Enhance retention transfer

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Sources
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