Educational Psychology 302

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Educational Psychology302

• Session 11
• Instructional Strategies

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What is Instructional Design?
. . . A process used primarily to develop a wide
range of instructional materials, printed,
computer-assisted, and/or television. Dick
and Carey (1989) . . . The systematic process of
transplanting principles of learning and
instruction into plans for instructional
materials and activities. Smith and Ragan
(1993)
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Definitions Instructional Design as a

• Process The analysis of learning needs and
  goals and the development of a delivery system to
  meet those needs.
• Discipline That branch of knowledge concerned
  with research and theory about instructional
  strategies and the process for developing and
  implementing those strategies.

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Conceptual Models of Instructional Design

• Time-focusedopportunity oriented providing ample
  room for student perseverance
• Task-focusedEmphasizes the processes that
  facilitate learning, prescriptive and generalized
• Learner-focusedmake recommendations for
  instructions based on differences in the learner,
  primarily prescriptive

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Instructional Objectives
Identifying the specific things we want our
students to learn during a lesson or unit. When
used before the actual instruction, objectives
help us identify effective methods.
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Origin of Objectives

• National Disciplinary Standards
• Science
• Math
• Social Studies
• Computer Proficiency
• Teacher
• Research Taxonomies

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Essential Parts of an Instructional Objective

• Action verb that describes the learning
  requiredthe specific performance
• Level of Acheivement How well
• Learning outcome or learned capability
• Conditions of performance

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An Example . . .

• Given a diagram of steam engine (situation/
  condition) the student will be able to label
  (performance/learned capability) in writing
  (action) at least 4 of the 5 parts shown
  (criteria).

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An Example . . .

• With 100 accuracy, students will identify in
  writing the parts of speech used in a sentence
  from the text of Romeo and Juliet.

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Ideas for Writing Objectives

• Vary the complexity and sophistication
• Focus on student learning, not teacher behaviors
• Describe the expected outcomes of instruction
• Identify both short and long-term outcomes
• Give students a chance to determine their own
  objectives

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Instructional StrategiesExpository Instruction

• Being exposed to the content, verbally,
  textually, etc in its final form.
• Organization, visual aides, pacing, signals, and
  summaries facilitate students learning from
  expository instruction.
• Criticism Puts students in passive roles as
  learners.

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Darci LoveHuron, 8th GradeOrganizing the Study
of 8th grade history
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                                        This
diagram created using Inspiration 7 by
Inspiration Software, Inc.
Lorna Hofer, Tech FacilitatorWatertown School
District
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Kathy Engst, Huron HSFamily and Consumer
Sciences My Discovering Foods students have
difficulty understanding why they need to get
accurate measurements for baked products.  This
map should help the students see what purpose
each ingredient has.
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Instructional StrategiesDiscovery Learning

• Student interaction with the physical or social
  environment (manipulatives, discussion groups,
  experiments)
• Criticisms Incorrect constructions of content
  may occur Requires a considerable time
  investment
• Provide structure to activities and help students
  relate their learning to key concepts and
  principles to maximize the effect of discovery
  learning.

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Instructional StrategiesMastery Learning

• Ensuring each student masters the content before
  moving to more complex ideas.
• Criticisms Assumes all students can comprehend
  ideas on an equal level requires frequent
  adjustment in instructional pacing
• Benefits Research shows better student
  achievement on standardized tests, more
  confidence, enjoyment, and interest in subjects
  are a result of Mastery Learning.

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Instructional StrategiesDirect Instruction

• Teacher led process of review, presentation,
  rehearsal, practice and assessment with small
  bits of content.
• Most suitable for material requiring step-by-step
  sequencing.
• Recognizable because of its high degree of
  teacher-student interaction
• Limitations not generally suitable for whole
  class instruction, more successful in small group
  work.

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Computer-Based Instruction

• Programmed Instruction Active responding,
  shaping, intermediate reinforcementlinear.
• Computer-assisted instruction sequencing
  optioned on learners responsesbranching.
• Hypertext/Hypermedia Computer-based instruction
  that allows student to progress through material
  at their own pace and directionauto-instructional
  .
• Limitations Given the breadth of information
  available through CBI, some students may not be
  able to identify relevant learning content.

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Effectiveness of Computer-Supported Instruction

• Computer-supported instruction has proved able to
  help students solve problems, construct
  knowledge and produce products, communicate ideas
  better and encode factual information.
• Secondary issues of computer-supported
  instruction include increased student attendance,
  increased time on task, less behavioral problems,
  and more collaboration.
• Caveat Technology itself is not a school-reform
  solution.