Selection and Design of Instructional Strategies

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Selection and Design of Instructional Strategies

• Week 10 of EDUC 572

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Definition

• Instructional strategies are a variety of
  teaching and learning activities that identify
  how instruction will be presented to the learner.
  
• Macro-strategies are the big picture that begins
  with introducing the learners to the topic and
  concludes with learners mastery of objectives.
• Micro-strategies are specific activities used to
  facilitate learning such as group discussion,
  computer simulation and cooperative group
  projects.

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Objectives of This Lesson

• At the conclusion of this lesson, you will be
  able to
• Describe considerations in selecting an
  instructional delivery system
• Sequence content and arrange it in lesson-level
  clusters

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(Continued)

• Identify the five learning components of an
  instructional strategy and the primary
  considerations within each.
• Develop an instructional strategy for a set of
  objectives for a particular group of learners

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(Continued)

• Develop an instructional strategy congruent with
  learners maturity and ability levels and the
  type of learning outcome.
• Select appropriate student groupings and media
  for the learning components of an instructional
  strategy.

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Considerations in Selecting an Instructional
Delivery System

• The delivery system is basically the medium
  through which instruction is communicated.
• It can be voice (lecture), paper and pencil,
  electronic or combinations of these and more.
• It can be instructor-led or self-paced or a
  combination.

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Considerations the following

• The goal, learner characteristics, learning and
  performance contexts, objectives and assessment
  requirements.
• Logical groups of objectives that will be taught
  in appropriate sequences.
• Learning components that will be used in
  instruction.
• Most effective student grouping.

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Additional Considerations

• Effective media and materials within the range of
  cost, convenience and practicality.
• Dick and Carey recommend that you select or
  develop a delivery system that best accommodates
  the considerations in Step 1 and the decisions
  made in Steps 2-5.

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Example

• You are designing a course to teach poetic meter
  to senior citizens as part of a literature
  appreciation series. The course will be taught in
  a church hall. The only equipment you have access
  to is a CD player and an overhead projector.
  There are six meters to be taught and you have
  permission to buy poetry books or to reproduce
  materials with permission. What instructional
  strategies might you consider?
• Think about this before you go to the next slide
  where there is a suggest set of strategies.

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Suggestions

• Since the goal is appreciation rather than poetry
  writing skills, all five meters can be taught in
  one class using good examples in books or CD of
  poets reading their own work. Clustering can
  occur with every two meters you teach. The
  learners would probably enjoy working in small
  groups for any practice activities and would also
  enjoy doing a final reading with their new skills
  at interpreting meter.

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Sequencing and Clustering Content

• Use the details you developed in your task
  analysis to determine sequence. Sub-skills need
  to go first. Clustering of tasks depends on the
  complexity of the tasks and the skills and
  knowledge of the learners. How much can they
  handle at one time and what relationship does the
  clustering have to the planned assessment?

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Components of an Instructional Strategy

• Gagnes model is similar to that of other
  educational theorists such as Madeline Hunter,
  Ausubel, and Bruner.
• All of these models detail upfront activities
  that set the objectives, inform the learner and
  establish climate.
• When you are selecting your instructional
  strategies, consider using all of those detailed
  on the following slide.

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Gagnes Nine Instructional Events

• Gain attention.
• Inform the learner of the objective.
• Stimulate recall of prerequisite learning.
• Present the stimulus (new) material.
• Provide learning guidance (practice).
• Elicit the performance (extended practice)

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Gagne (continued)

• Provide feedback about performance correctness.
• Assess the performance (based on the objectives).
• Enhance retention and transfer (by sending
  learners home with a relevant activity or
  thought.)

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Learning Components for Various Learning Outcomes

• Dick and Carey write that the basic learning
  components of an instructional strategy are the
  same regardless of whether you are designing
  instruct for an intellectual skill, verbal
  information, a motor skill, or an attitude (p.
  198) however, within each component there are
  distinction you should consider for each type of
  learning outcome. Note the following pages in
  Dick and Carey for detailed explanations.

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Learning Components

• Intellectual skills, pp. 198-202.
• Motor skills, pp. 202-203
• Attitudes, pp. 203

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Learner Considerations

• Remember to incorporate as much diversity in
  instructional strategies as is appropriate. The
  new content can be presented in one mode,
  practiced in another and assessed in the
  real-world context.
• Use your learner analysis to keep your
  instructional design honest in terms of learner
  needs, skills and knowledge.

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Media

• Media selection for domains of learning, pp.
  206-207
• Media selection for certain task requirements
  found in objectives, p. 207
• Practical considerations in choosing media and
  delivery systems, pp. 2-7-208

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Summary

• Instructional strategies need to be based on the
  type of performance being taught, the learning
  domain, the characteristics of the learner, the
  availability of facilities, media and other
  resources.
• Instructional strategies are sequenced and
  clustered based on the task analysis of the
  performance.