instructional models.ppt
TRANSCRIPT
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Presenters:
Engr.Muhammad Mujatab Asad
STRATEGIC INSTRUCTION
MODEL (SIM)
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What is the Strategic Instruction Model?
What are learning strategies?
How do we make it happen?
What are the effective strategies supported and field tested?
WHAT QUESTIONS WILL BE ANSWEREDTODAY?
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Out of this effort, theStrategic Instruction Model ,or SIM, has evolved.
In essence, SIM is aboutpromoting effective
teaching and learning ofcritical content in schools.
SIM strives to help teachersmake decisions about whatis of greatest importance,what we can teach studentsto help them to learn, andhow to teach them well.
We advocate trying toteach a little less content,but teaching it bet ter.
STRATEGIC INSTRUCTION MODEL (SIM)
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WHAT IS SIM?
The Strategic Instruction Model is a research
based comprehensive approach to teaching
adolescents who struggle to become good
readers, writers, and learners.
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THE DETAILS
Strategic Instruction Modelis about
Promoting Learning
Coverage
ForAll Learners
Current
Realities
Key
Components TeachingRoutines
Strategic
Instruction
Smarter
Planning
A
Continuum
of Action
LearningStrategies
TeamingResponds to
Includes
Such as
Such as
Such as
Requires
informed and
explicit
Requires
instruction
in and
infusion of
Is supported by
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WHAT ARE LEARNINGSTRATEGIES?
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Approaches to teaching students how to think
about and solve problems, orteaching
students how to learn
Learning strategies are used by students to
help them understand information and solve
problems.
A learning strategy is a person's approach tolearning and using information.
WHAT ARE LEARNING STRATEGIES?
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Partnership
Provide numerous supports for academic success (tutoring,
direct instruction, parent education)
Instructional coaches in middle and high schools
Professional Learning Communities
PATHWAYS TO SUCCESS
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Get the right people onboard
Target standards Develop positive cultural
norms
Be tightly organized
Employ coaches to leadsmall groups
Develop powerful tools
Keep learning from eachother
Provide follow-up toensure fidelity
PROFESSIONAL LEARNING COMMUNITIES
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WHAT ARE THE
EFFECTIVESTRATEGIES
SUPPORTED AND
FIELD TESTED?
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Strategies for reading
Strategies for studying & remembering
information
Strategies for writing
Strategies for improving assignment & test
performance
Strategies for effectively interacting with others
Strategies for motivationStrategies for math
LEARNING STRATEGIES
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Word Identification Strategy
Self-Questioning Strategy
Visual Imagery Strategy
Inference Strategy
Fundamentals of Paraphrasing and Summarizing
Paraphrasing Strategy
STRATEGIES FOR READING
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FIRST-Letter Mnemonic Strategy
Paired Associates Strategy
LINCS Vocabulary Strategy
STRATEGIES FOR STUDYING &
REMEMBERING INFORMATION
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Sentence Writing Strategy (Fundamentals)
Sentence Writing Strategy (Proficiency)
Paragraph Writing Strategy
Theme Writing (Fundamentals)
Error Monitoring Strategy
InSPECT Strategy (for word-processing spellcheckers)
STRATEGIES FOR WRITING
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Assignment Completion
Strategy
Strategic Tutoring
Test-Taking Strategy
Essay Test-Taking Strategy
STRATEGIES FOR IMPROVING ASSIGNMENT &
TEST PERFORMANCE
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SLANT - A Classroom Participation Strategy
Cooperative Thinking Strategies THINK Strategy (Problem Solving)
LEARN Strategy (Learning Critical Information)
BUILD Strategy (Decision Making) SCORE Skills: Social Skills for Cooperative Groups
Teamwork Strategy
The Community Building Series Focusing Together
Following Instructions Together Organizing Together
Taking Notes Together
Talking Together
STRATEGIES FOR EFFECTIVELY INTERACTING
WITH OTHERS
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Strategic Math Series:
Addition Facts 0 to 9
Addition Facts 10 to 18
Subtraction Facts 0 to 9
Subtraction Facts 10 to 18
Multiplication Facts 0 to 81
Division Facts 0 to 81
Place Value
STRATEGIES FOR MATH
http://www.ku-crl.org/sim/strategies/math.shtmlhttp://www.ku-crl.org/sim/strategies/math.shtml -
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A systematic instructional design model
ADDIE MODEL
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A systematic approach
(model) for developingeffective instruction.
One of the most
popular models ininstructional design.
Outcome of each step
feeds into the
subsequent step. Evaluation is ongoing
throughout each layer
of design.
WHAT IS ADDIE?
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ANALYSIS
During analysis, the designer identifies the learningproblem, the goals and objectives, the audiencesneeds, existing knowledge, and any other relevantcharacteristics.
Analysis also considers the learning environment,any constraints, the delivery options, and thetimeline for the project.
-- Learning-Theories.com: Knowledge base and webliography(n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
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SOME QUESTIONS TO CONSIDER
Who is the audience?
What are audience characteristics?
Are there learning constraints?
What is desired mode of delivery?Is there a timeline for completion?
Are there specific pedagogical considerations?
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DESIGN
A systematic process of
specifying learning
objectives.Detailed storyboards
and prototypes are often made,and the look and feel, graphic
design, user-interface and content
is determined here.
-- Learning-Theories.com: Knowledge base
and webliography (n.d.). Retrieved May
5, 2008 from http://www.learning-
theories.com/addie-model.html
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DESIGN
What are the learning objectives?
What will the delivery look like?
What types on supplemental materials will beincluded?
What topic(s) will each LO cover?
Will all LOs look the same?
Worksheetfromhttp://citt.ufl.edu/team/PGL/modules.htm
http://citt.ufl.edu/team/PGL/beta/wid/popUps/wid_pp9_Dt.pdfhttp://citt.ufl.edu/team/PGL/beta/wid/popUps/wid_pp9_Dt.pdf -
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DEVELOPMENT
The actual creation (production)
of the content and learning
materials based on the Design
phase.
-- Learning-Theories.com: Knowledge base
and webliography (n.d.). Retrieved May
5, 2008 from http://www.learning-
theories.com/addie-model.html
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IMPLEMENTATION
During implementation, the plan is put into action
and a procedure for training the learner and teacher
is developed. Materials are delivered or distributed
to the student group. After delivery, the
effectiveness of the training materials is evaluated.
-- Learning-Theories.com: Knowledge base and webliography
(n.d.). Retrieved May 5, 2008 from http://www.learning-
theories.com/addie-model.html
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IMPLEMENTATION
Trial run of the materials with
feedback from learner.
What works? does not work?
What needs to be added?
Other ways it can be improved.
Worksheet from
http://citt.ufl.edu/team/PGL/modules.htm
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EVALUATION
This phase consists of
(1) formative and (2) summative
evaluation.
Formative evaluation is present in
each stage of the ADDIE process
. Summative evaluation consists of
tests designed for criterion-related
referenced items and providing
opportunities for feedback from the
users.
Revisions are made as necessary.
- - Learn ing-Theor ies .com: Kno wledge base and
webl iography (n .d . ) . Ret r ieved May 5 , 2008 f rom
ht tp : / /www. learn ing- theor ies .com/add ie-mode l .h tml
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EVALUATION
Formative evaluation ongoing.
What changes were madeafter trial implementation
period? (peer review).Did it impact yourwriting?
What else would you like tolearn?
Summative evaluationWhat would you like to knowabout the LO once studentsbegin using it to improvewriting?
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THE ASSURE MODEL
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THE ASSURE MODEL
Is a procedural guide for planning and delivering instruction
that incorporates media, assumes that training or instruction
really is required (e.g., students dont know how to use the new
laboratory microscopes, or assembly line workers must learn to
handle safely the toxic materials they work with).
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THE ASSURE MODEL
Analyze learners
State objectives
Select methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise
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ANALYZE LEARNERS
Identify learners
General characteristics grade, age, ethnic group, sex,
mental, emotional, physical, orsocial problems, socioeconomiclevel
Specific entry
competencies prior knowledge, skills, and
attitudes.
Learning style verbal, logical, visual, musical,
structured
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STATE OBJECTIVES
Be specific
State terms of what student
will be able to do
Include conditions anddegree of acceptable
performance
The objectives may be
derived from a needs
assessment or a coursesyllabus, stated in a text-
book, taken from a
curriculum guide, or
developed by the ins tructor.
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Once you know your students, you can begin writing
the objectives of your lesson. Objectives are the
learning outcomes, that is, What will the studentget out of the lesson?
The ABCD s of writing objectives are:Audience(who are your students?)
Behavior to be demonstratedConditions under which the behavior will be
observed
Degree to which the learned skills are to bemastered. Example: Fifth grade social studies students (Audience) will
be able to name at least 90% (Degree) of the state capitols
(Behavior) when given a list of states (Condition).
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CLASSIFICATION OF OBJECTIVES
CLASSIFYING objectives is much more than an
academic exercise for educational psychologists.
It has practical value because the selection of
instructional methods and media depends on what
type of objective is being pursued and so does the
choice of evaluation instruments.
Maybe classified as the primarytype of learning
There are 3 domains:Cognitve
Affective
Motor Skills
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SELECT METHODS,
MEDIA, AND MATERIALS
Decide on appropriate
method
Choose suitable format
Select available
materials
Modify existing
materialsDesign new materials
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Obtaining Specific Materials: Select, Modify, or
Design?
Having decided what media format suits yourimmediate instructional objective; you face the
problem of finding specific materials to convey the
lesson.
Selecting Available MaterialsThe majority of instructional materials used by
teachers and trainers are "off the shelf"that is,
ready-made and available from school, district, or
company collections or other easily accessiblesources. How do you go about making an
appropriate choice from available materials?
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UTILIZE MEDIA AND MATERIALS
Preview and practice
Prepare class and
ready equipmentPrepare learners
Conduct instruction
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REQUIRE LEARNER PARTICIPATION
Active mental
engagement
Allow learners topractice
Provide feedback
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EVALUATE/REVISE
THEfinal component of our ASSURE model for effective
learning
most frequent type of evaluation is the paper -and-pencil test
The most frequent thought of purpose is to measure student
achievement.
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THREE PURPOSES OF EVALUATION
evaluation of learner
achievement,
evaluation of media and
methods, and evaluation of the
instructional process.
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EVALUATION OF LEARNER ACHIEVEMENT The method of evaluating achievement depends on the nature
of the objective.
Objectives that focuses on cogn itive skills for example,
distinguishing adjectives from adverbs, describing a
company's absence policy lend themselves to conventionalwritten tests or oral examinations.
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EVALUATION OF MEDIA AND METHODS Evaluation also includes assessment of instructional media
and methods.
Particularly after first use, instruc tional materials need to be
evaluated to determine if future use, with or without
modification, is warranted. The results of your evaluationshould be entered on your personal file form.
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