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Developing an Instructional Developing an Instructional StrategyStrategy

Dick & Carey 8

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Media Selection Questions??Media Selection Questions??

What media should I use? When do I select it? Should I use a “Media Selection Model?”

– Reiser models

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Sequencing & Chunking Sequencing & Chunking InstructionInstruction

Sequencing– Use Your Instructional Analysis to order

instruction Identical Goal Steps don’t have to be taught twice

Chunking strategies– Use with complexity learning

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Instructional StrategyInstructional Strategy(5 steps)(5 steps)

1. Pre-instructional Activities

2. Information Presentation

3. Learner Participation

4. Testing

5. Follow-Through

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1. Pre-instructional Activities1. Pre-instructional Activities

Motivate Learners– ARCS Model (Keller 87)

Attention Relevance Confidence Satisfaction

– Inform the Learner of the Objectives & Perquisite Skills

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2. Information & Examples2. Information & Examples

Determine what information, concepts, rules and principles need to be presented– Common error

Giving too much information

Determine type and number of examples to be used

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3. Learner Participation3. Learner Participation

Utilize plenty of Practice & Feedback

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4. Testing4. Testing

Test in authentic situations

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5. Follow-Through Activities5. Follow-Through Activities

Enrichment & Remediation Materials Memory & Transfer Strategies Transfer of Learning?

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Utilize General Instructional Utilize General Instructional StrategiesStrategies

9 events of instruction

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Utilize Specific Instructional Utilize Specific Instructional StrategiesStrategies

A. Intellectual Skills

B. Verbal Information

C. Motor Skills

D. Attitudes

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For: A. Intellectual SkillsFor: A. Intellectual Skills

Provide links from new to existing info Recall the hierarchical nature of the skills Focus on relevant and non-relevant

characteristics Use familiar examples & non-examples Deliver congruence of practice to match the

performance objective

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For: B. Verbal InformationFor: B. Verbal Information

Provide links from new to existing info Provide ways of organizing new

information Provide “context” for storing and using

information Include detailed elaborations of content Provide analogies or ask to imagine

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B. Verbal InformationB. Verbal Information(Continued)(Continued)

Ask learners to provide examples for their own experiences

Provide information in subsets Provide direct instruction on the relationship of the

items in the subsets and Among different subsets Provide outlines and tables that summaries, etc. For new or unrelated materials provide a memory

device (mnemonic)

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For: C. Motor SkillsFor: C. Motor Skills

These involves several phases “Executive Routine through “Automated Execution”

– Include a Visual Presentation– Group Similar Skill Clusters– Practice & Feedback– Job Aids– Test under transfer conditions

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For: D. AttitudesFor: D. Attitudes

Consist of:– Feelings– Behaviors,– Cognitive understandings

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D. Attitudes D. Attitudes (continued)(continued)

Instruction should be delivered by someone or something that is respected by the learner– This model should:

Display the desired behavior and / or Indicate the appropriate attitude

– Decide if group or individual teaching is best

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D. Attitudes D. Attitudes (continued)(continued)

Consider if you are:– creating an attitude or– reshaping a negative attitude

Consider the audience:– Volunteers?– Are they satisfied with themselves?– Are Attitudes cared about?– Do you have freedom to deliver instruction

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D. Attitudes D. Attitudes (continued)(continued)

Use mental rehearsal Use story simulations Test with

– questionnaires with hypothetical situations and questions

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““That’s All Folks”That’s All Folks”

Go forth and create instructional content following these guidelines