1. Content Description/Analysis

2. Content Description Outline (most common form) Narrative Flow Chart

3. Content Description Stages 1 - outline the major topics 2 - more details; not necessarily sequenced 3 - analyze stage 2; arrange material in accordance with learning hierarchy (Content Analysis or Task Analysis)

4. Content Analysis Concerned only with the order of instruction Most difficult aspect is specifying the learned capabilities What is the best order of material for your learners?

5. Content Analysis Methods Task analysis –Walks through steps of process (may be with Subject-matter expert) Gagne’s prerequisite method –Facts to concepts to rules to problem solving

6. Content Analysis Methods Posner and Strike’s related content theories –Learning related sequencing –World-related sequencing –Concept-related sequencing Elaboration theory sequencing –Content expertise –Task expertise

7. Content Analysis Methods Task analysis –What does the learner do? Identify action in each step Actions may be physical or mental –What does learner need to know to do this step? Knowledge needed Location or orientation of any equipment or supplies used (Any cues to alert learner of a problem/remedy?)

8. Content Analysis Methods Posner and Strike –Scheme considers difficulty of material –Appeal or interest to learner –Prerequisite information needed –Learner’s cognitive development

9. Learning-Related Sequencing Identify prerequisites learner must master before new instruction (addition of whole numbers before fraction addition) Teach about the familiar before the unknown (use inches and feet before metrics)

10. Learning-Related Sequencing Difficulty –Determined by amount of fine motor discrimination or cognitive processing (Simple income tax return before itemized) Interest –Let learner play around on the piano before structured chord progressions Development theories (Bruner, Piaget, etc.)

11. World-Related Sequencing Sequence content by the natural order learner will experience –Power up computer –Log-in –Open web browser –Double click SIRS database –Click on advanced search tab

12. World-Related Sequencing Consistent with real world experiences –Spatial Left to right, top to bottom, north to south –Temporal Historical; first, second, third, etc. Fast to slow –Physical Roundness, hardness, large to small, color, smoothness

13. Concept-Related Sequencing Class relations –Computer General concepts first –Input, output, central processor Then more specific concepts –Mainframe, mini, PC –Propositional relations Show examples of metal expansion (bridges, cookie sheets, etc.), then explain how heated metal expands

14. Concept-Related Sequencing Sophistication –Concrete or simple facts or concepts to more abstract or complex Independent and dependent variables are explained before standard deviation Logical prerequisite –Concepts of mean, mode, and median before analysis of variance

15. Elaboration Theory Sequencing Conceptual Sequence (Content Expertise) –Arranges concepts according to their superordinate, coordinate, and subordinate realtionships Statistics –Superordinate – Measures of central tendency –Coordinate – Mean, mode, and median –Subordinate – Scores and sum

16. Elaboration Theory Sequencing Task Expertise Sequencing –Uses simplifying conditions method Research Database example –Basic keyword search –Subject heading search –Topic browse –Advanced search (multiple search terms/before and after dates)

17. Concept-Related Sequencing Example: –Pest management in agriculture Definition of pests (class relations) Examples of different types of pests (class members) Simplest, concrete pests (weeds) Complex/abstract types (viruses, bacteria) Relationship between weather and developmental stages of insects

18. Content Analysis Exercise __ Screws provide a more secure joint than nails. __ Given a building assignment, the learner can determine when to use screws, nails, or bolts. __ Can identify screws, nails, and bolts, and tell the difference in each.

19. Content Analysis Exercise 2 Screws provide a more secure joint than nails. 3 Given a building assignment, the learner can determine when to use screws, nails, or bolts. 1 Can identify screws, nails, and bolts, and tell the difference in each.

20. __Using only a physical features map of the U.S., write a description of the climates of Los Angeles and Phoenix. __ Define climate and weather. __ Given a list of major cities in the world, determine their climate by placing these cities under heading of “cold” or “warm.” __ Given a list of descriptions of climate and weather, classify the the descriptions by placing a “w” by examples of weather, and a “c” by an example of climate.

21. Preinstructional Strategies Pretests –Alert student to what is expected –Learner should have some experience with material Behavioral objectives –Precisely inform student of expectations

22. Overviews Written at the same level of abstraction as the unit of instruction Serves to introduce learners to central theme Approaches: –Provide a summary of content –Pose a problem that unit will help solve –Describe how content may help learner

23. Advance Organizers Provides a conceptual framework to increase meaningfulness of the content Makes it easier for learner to grasp new content –Comparative organizer – compares new and known content –Expository organizer – (unfamiliar) incorporates known relevant information

24. Advance Organizer Guidelines State ideas in general terms Ideas should be inclusive of the content covered If learner unfamiliar with content, use an expository organizer If learner somewhat familiar with content, use comparative organizer

25. Pictures and graphics Illustrations are conductive to learning related text information Helpful to demonstrate spatial relationships –i.e. The position of the moon to the earth and the sun Also beneficial to illustrate abstract material

26. Pictures and graphics Beware of decorations –Serve no concrete purpose to the topic Organizational graphics –i.e. instructional manuals Interpretation –i.e. scientific laws

27. Pictures and graphics Using them in instruction? –Should enhance learning –Appropriate pictures are available –What is the cost involved? From Designing Effective Instruction 4 th Ed., Morrison, Ross, & Kemp, 2004.