Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
1. Designing the Instruction:
Strategies
Prepared by: Leesha Roberts
Source: Designing Effective Instruction by Morrison, Ross,
Kalman and Kemp
2. Why Instructional Strategies?
www.designfreebies.org
The designer’s primary goal to design
effective and efficient instruction.
Prescriptions are used to ensure that
different types of content is efficiently
delivered.
The prescriptions used are based on
research, which you modify based on
your experiences.
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3. Designing An Instructional Strategy
Learning is an active process.
A well designed instructional strategy
prompts or motivates the learner to
actively make connections.
Researchers describe this type of
learning as generative learning.
The advantage of generative learning
are the learner’s deeper
understanding and longer retention of
what is learned.
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4. Foundations for the Prescriptions
Research also states that a learner
can process new information on a
continuum (i.e. in continuous series).
One of the intentions of Instructional
Strategy is to design instruction so
that the learner is motivated to
generate or construct these
meaningful relationships.
5. Generative Strategies
There are four generative strategies:
RECALL: used for facts and lists for verbatim
recall. Specific instructional strategies that
facilitate recall include repetition, rehearsal
(e.g. mental practice), review and mnemonics.
6. Generative Strategies
INTEGRATION STRATEGIES: used for
transforming information into a more easily
remembered form. Strategies that help the
learner transform new content include
paraphrasing, generating questions or
examples of new information.
7. Generative Strategies
ORGANIZATIONAL: helps the learner identify
how new ideas relate to existing ideas.
Strategies that help with organization is
analyzing key ideas (i.e. categorizing,
identifying and interrelating ideas)
ELABORATION: helps learners to add their
ideas to the new information. Strategies that
facilitate elaboration include the generating of
mental images, creating physical diagrams
and relating it to existing knowledge to new
information.
8. Prescriptions for Instructional Strategies
Recall Performance relies on rote
memorization of the content.
Application performance requires the
learner to apply the content to a new
situation or problem.
Application objectives for rules and
procedures requires the learner to
apply the rule or procedure to solve a
problem, explain an instance or
complete a task.
9. Prescriptions for teaching Facts
A fact is a statement of association
between two things.
Facts can only be recalled, they have
no specific application.
There are two types of facts:
Concrete facts – those you can sense (e.g.
fire trucks are red)
Abstract facts – these cannot be observed or
experienced. When teaching these facts you
should try to find concrete facts for the initial
presentation.
11. Prescriptions for teaching CONCEPTS
A Concept is a category used to group
similar ideas or things (e.g. jewelry)
to organize knowledge.
Strategies utilized are the same as
those used for teaching FACTS
Strategies for teaching strategies are:
Fact: repetition
Rehearsal
Review
Mnemonics
12. Prescriptions for teaching CONCEPTS
Application includes first presenting
the concept name, definition and best
example that illustrates the category
as well as non-examples.
For abstract concepts: Models are
often used to illustrate.
14. Prescriptions for teaching PRINCIPLES AND
RULES
A Principle or Rule is a statement that
expresses a relationship between
concepts.
Principle application includes both
explanation of the effect of the rule
and the prediction of consequences
based on the rule.
15. Prescriptions for teaching PRINCIPLES AND
RULES
Two general approaches to principle
and rule learning are:
RULEG – Statement of a rule followed by
examples
EGRUL – present several examples and ask
learner to generate a rule.
17. Prescriptions for teaching PROCEDURES
A procedure is a sequence of steps
the learner performs to accomplish a
task.
Strategies:
Recall - requires learners to list or describe
the steps of the procedures
Application – requires the learner to
demonstrate the procedures
Generative Strategies:
Development of a mental model and then
practice
19. Prescriptions for Teaching Interpersonal
Skills
Interpersonal skills deals with the
development of communication Skills.
Performance for Interpersonal Skills
is either:
Recall OR Application with a primary
emphasis on application
The Strategy for designing instruction
for Interpersonal Objectives is based
on Bandura’s Social Learning Theory.
20. These are:
Modeling
Development of Verbal and Imaginable
Models of behaviour
Mental Rehearsal
Overt Practice
22. Prescriptions for Teaching Attitudes
An attitude consists of a belief and associated
behavior or response.
The strategy for teaching (i.e., changing)
attitudes is similar to the strategy for
interpersonal objectives.
23. Both are based on Bandura’s (1977) social
learning theory.
The prescription for attitudes is to:
• model the behavior,
• develop the verbal and imaginal models,
• use mental rehearsal, and
• provide for both covert and overt rehearsal (see
Table 7-10).
Hinweis der Redaktion
The designer’s primary goal is to design effective and efficient instruction that produces reliable results each time it is presented to the learner. We achieve this goal by developing prescriptions that describe an optimum method of instruction for different types of content. These prescriptions are based on research, you modify them based on your experiences.
Learning is an active process in which the learner constructs meaningful relationships between the new knowledge presented in the instruction and the learner’s existing knowledge.
A well designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already knows and the new information.
Research also states that a learner can process new information on a continuum that ranges from phonemic (speech and reading) to semantic (or elating to meaning or arising from distinctions between the meanings of different words or symbols) processing.