1. Developing an Instructional Strategy
Instructional Design: Unit ,3
Design Phase

3. Instructional strategy
Process by which an instruction module or an entire course is delivered.
It describes the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities.

4. Media Selection Questions??
What media should I use?
When do I select it?
Should I use a “Media Selection Model?”
Reiser models

5. Sequencing & Chunking Instruction
Use Your Instructional Analysis to order instruction
Identical Goal Steps don’t have to be taught twice
Chunking strategies
Use with complexity learning
The brain can only hold seven chunks of information at a time

6. Major components of Instructional Strategy (5 steps)
Pre-instructional Activities
Information Presentation
Learner Participation
Testing
Follow-Through

7. 1. Pre-instructional Activities
Motivate Learners
ARCS Model (Keller 87)
Attention
Relevance
Confidence
Satisfaction
Inform the Learner of the Objectives & Perquisite Skills

8. The Relationship Between Each Major Component of Instruction and ARCS
Learner will focus attention on instruction
yes
yes
yes
Is this material relevant to my personal needs and interests?
Am I confident that I can do this by expending reasonable effort?
Did this satisfy my needs and interest?
Pre-instructional
Presentation
Participation
Testing
Follow-through No No No
Learner will focus attention elsewhere
The Relationship Between Each Major Component of Instruction and ARCS

9. 2. 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

10. 3. Learner Participation
Utilize plenty of Practice & Feedback

11. 4. Testing
Test in authentic situations

12. 5. Follow-Through Activities
Enrichment & Remediation Materials
Memory & Transfer Strategies
Transfer of Learning

13. Utilize General Instructional Strategies
Gagne’s 9 events of instruction
Instructional Event
Internal Mental Process
1. Gain attention
Stimuli activates receptors
2. Inform learners of objectives
Creates level of expectation for learning
3. Stimulate recall of prior learning
Retrieval and activation of short-term memory
4. Present the content
Selective perception of content
5. Provide "learning guidance"
Semantic encoding for storage long-term memory
6. Elicit performance (practice)
Responds to questions to enhance encoding and verification
7. Provide feedback
Reinforcement and assessment of correct performance
8. Assess performance
Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job
Retrieval and generalization of learned skill to new situation

14. Utilize Specific Instructional Strategies
A. Intellectual Skills
B. Verbal Information
C. Motor Skills
D. Attitudes

15. For: 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

16. For: 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

17. B. Verbal Information (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)

18. For: 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

19. For: D. Attitudes Consist of: Feelings Behaviors,
Cognitive understandings

20. D. Attitudes (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

21. D. Attitudes (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

22. D. Attitudes (continued)
Use mental rehearsal
Use story simulations
Test with
questionnaires with hypothetical situations and questions

23. Go forth and create instructional content following these guidelines