Instructional Development for Teachers in Special Education Introduction

A preparation program is effective if one can document... zThat it has been instrumental in generating a relatively permanent change in the behavior of its trainees, and zThat this change is a function of the experiences the program has provided

To meet this criterion of effectiveness... zThe objectives of the program must be stipulated in behavioral terms, and zThe objectives must be appropriate to the entry behaviors of trainees.

The program must... zDescribe and/or demonstrate the critical defining attributes of the training procedures (so that) zReplication can be assured.

Further... zThe program should produce objective evidence for trainee attainment of the objectives.

In other words... zA program is deemed effective if it can be demonstrated that it has met its objectives as a function of a set of clearly definable experiences.

A Model for Instructional Development zDefine yInstructional requirements zDesign yPrototypical instructional material zDevelop yTrainee -tested & reliable instructional material zDisseminate yInstructional material to interested others

Stage I: Define zThe purpose of this stage is to stipulate and define instructional requirements. zStep 1 Front-end analysis zStep 2 Learner analysis zStep 3 Task analysis zStep 4 Concept analysis zStep 5 Specifying instructional objectives

Step 1 Front-end analysis zIs the study of the basic problem facing the trainer... zRaising the level of performance and/or knowledge base of trainees yInstructional alternatives are considered ySearch for relevant instructional materials yDevelopment of instructional materials

Step 2 Learner analysis zIs the study of the target population (trainees) zTrainee characteristics relevant to the design and development of instruction are identified, and include: yEntering competencies and background experiences yGeneral attitude toward topic yMedia, format, and language preferences

Step 3 Task analysis zIs identifying the main skill to be acquired by trainees and zAnalyzing it into a set of necessary and sufficient subskills zThis analysis ensures comprehensive coverage of the task in the instructional material.

Step 4 Concept analysis zIs identifying ymajor concepts to be taught; yArranging them in hierarchies; and yAnd breaking down individual concepts into critical and irrelevant attributes. zThis analysis helps to identify a rational se of examples and nonexamples to be portrayed in protocol development.

Step 5 Specifying instructional objectives zThis is converting the results of task and concept analyses into behaviorally stated objectives. zThis set of objectives provides the basis for test construction and instructional design. zLater, it is integrated into the instructional materials for instructors and trainee use.

Stage II: Design zThe purpose of this stage is to design prototype instructional material. zThis stage begins after instructional objectives have been established. zSelection of media and formats for the material and the initial production are the major aspects of this stage.

Step 1: Construct criterion-referenced tests zCriterion-referenced tests convert behavioral objectives into an outline for the instructional material.

Step 2: Media selection zIs the selection of appropriate media for the presentation of instructional content. zMedia selection involves matching: ytask and concept analyses yTarget-trainee characteristics yProduction resources, and yDissemination plans zwith various attributes of different media

Step 3: Format selection zClosely related to media selection and typically determined concurrently zIncludes, for example: ySelf-instructional yMultimedia ySmall group yComputer based, etc.

Step 4: Initial design zIs presenting the essential instruction through appropriate media and in a suitable sequence. zIt also involves structuring various learning activities such as yreading a text, yinterviewing trainees, and ypracticing different instructional skills.

Stage III: Develop zThe purpose of this stage is to modify the prototype instructional material. zFeedback is received through formative evaluation and the materials are revised using yExpert appraisal, and yDevelopmental testing

Step 1: Expert appraisal zA technique for obtaining suggestions for the improvement of the material. zA number of “experts” are asked to evaluate the material from instructional and technical points of view. zBased on feedback, material is modified to improve: yappropriateness, effectiveness, usability, and quality

Step 2: Developmental testing zInvolves trying out the material with actual trainees to locate sections for revision. zThe material is modified based on trainee yresponses yreactions ycomments zContinue test/revise/retest until material works consistently and effectively.

Stage IV: Disseminate zInstructional materials reach their final production stage when development testing yields consistent results and expert appraisal yields positive comments. zThis process involves: yValidation testing yPackaging yDiffusion

Step 1: Validation testing zA summative evaluation, that is the material is used under replicable conditions to demonstrate “who learns what under what conditions in how much time” (Markle, 1967)

Step 2: Packaging zInvolves preparing the instructional material for final packaging by obtaining necessary permission and releases zConsidering authorship rights and obtaining a copyright (if applicable). zRationale for high production standards.

Step 3: Diffusion zAccomplishing dissemination, demonstration, and adoption facilitation. zIncorporating audience analysis, strategy for gaining acceptance of material, timing, and media in dissemination efforts. zPlan for demonstration activities. zStrategies for user assistance.