1. Barry Williams1 Developing an Instructional Strategy Dick & Carey 8

2. Barry Williams2 Media Selection Questions?? What media should I use? When do I select it? Should I use a “Media Selection Model?” –Reiser models

3. Barry Williams3 Sequencing & Chunking Instruction Sequencing –Use Your Instructional Analysis to order instruction Identical Goal Steps don’t have to be taught twice Chunking strategies –Use with complexity learning

4. Barry Williams4 Instructional Strategy (5 steps) 1. Pre-instructional Activities 2. Information Presentation 3. Learner Participation 4. Testing 5. Follow-Through

5. Barry Williams5 1. Pre-instructional Activities Motivate Learners –ARCS Model (Keller 87) Attention Relevance Confidence Satisfaction –Inform the Learner of the Objectives & Perquisite Skills

6. Barry Williams6 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

7. Barry Williams7 3. Learner Participation Utilize plenty of Practice & Feedback

8. Barry Williams8 4. Testing Test in authentic situations

9. Barry Williams9 5. Follow-Through Activities Enrichment & Remediation Materials Memory & Transfer Strategies Transfer of Learning?

10. Barry Williams10 Utilize General Instructional Strategies 9 events of instruction

11. Barry Williams11 Utilize Specific Instructional Strategies A. Intellectual Skills B. Verbal Information C. Motor Skills D. Attitudes

12. Barry Williams12 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

13. Barry Williams13 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

14. Barry Williams14 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)

15. Barry Williams15 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

16. Barry Williams16 For: D. Attitudes Consist of: –Feelings –Behaviors, –Cognitive understandings

17. Barry Williams17 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

18. Barry Williams18 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

19. Barry Williams19 D. Attitudes (continued) Use mental rehearsal Use story simulations Test with –questionnaires with hypothetical situations and questions

20. Barry Williams20 “That’s All Folks” Go forth and create instructional content following these guidelines