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Reading #5 - Coggle Diagram
Reading #5
Chapter 8 Developing an Instructional Strategy: Instructional strategy covers the diverse aspects of choosing a delivery system, sequencing, and grouping cluster of content.
- Learning Component of Instructional Strategies: Teaching strategies are developing the knowledge base and growing it. Teaching strategies have five components, including preparation, delivery, assessment, and transfer to real-life situations.
- Preindustrial activities: Designers need to remember three factors about learners. Will take the form of motivation, goal informing and recall.
- Informing the Learner of the Objectives: Clarify for learners what the most important information to focus on. There might be much information that they get bogged down in irrelevant details.
- Informing the Learner of Prerequisite Skill: Discuss entry skills with learners, and possibly even take a test to make sure they understand the prerequisites for their abilities. This makes the experience more meaningful and satisfying because the learning is accessible.
- 1.Motivating Learners: John Keller (1987) developed ARCS to emphasized learner's motivation on attention, relevance, confidence, satisfaction.
2.Content Presentation and Learning Guidance: In this step, it is necessary to determine which information, rules, and principles to teach learners to assimilate. This can be inductive or discovery learning. Or in a deductive way, where the structure of learning and teaching is clearly defined step by step.
- Learner Participation: Providing opportunities for learners to practice and demonstrate their learning is critical to this process. As they practice, they will receive feedback on their progress from the activity and instructor.
- Feedback: Knowledge that is not necessarily planned or predictable. It depends on the learner's performance. If they practice or show below-expected learning levels, teachers will provide structured feedback that does not diminish motivation but also helps them understand where they stand with regard to mastering the skill.
- Assessment: Develop a strategy for what types of assessments will be used and why. Additionally, when are the most beneficial, so they can measure and help learners progress towards already defined learning goals.
- Follow-Through Activities: This is the final learning component of the review of the overall strategy. Two factors need to consider performance context analysis and the following components.
- Memory Skills: When learners execute instructional objectives, they must remember certain skills. This is a mnemonic technique, not simply memorized, but applied in the context of the need.
- Transfer of Learning: This is about bringing learned or "remembered" skills from a teaching setting into a real world setting. Where such learning transfer is not possible, teaching must be evaluated and revised.
- Content Sequence and clustering: (1). Questions your instructional analysis (2). instructional sequence tend to be bottom to top and left to right (3). might not need to teach the same subordinated skills again (4). Use several piece of equipments.
- Learning Components for Various Learning Outcomes: The components of the design are the same as motor, attitude, intellectual, and verbal information skills. However, as we drill down into each skill, we'll see that there are differences in learning outcomes that must be addressed.
2.Verbal Information
- Preinstructional Activities: Attention and motivation are crucial during this phase, as learning new information is generally not that exciting.
- Presentation Activities: Build instruction in such a way that information is easily linked to past learning. Clearly explain how the information will be used and how it will benefit them in order to enhance learners motivation and motivation to continue learning.
- Learner Participation: It will be most beneficial to develop organizational building practices for the new information learned. Feedback on accuracy is important so that no wrong information is put into existing patterns.
- Assessment: Make the assessment have the same type of prompts that occur in the performance context. This will make transfer more likely.
- Follow-Through: Since verbal information skills are less motivating, use games and activities to motivate yourself to practice the information you learn.
- Learner Participation: Offer the learner the opportunity to choose a behavior, then make it clear and consistent with the feedback. Mention items that need improvement and things that are well done. Praise and adjustments will guide appropriate feedback as learners engage with designed instruction.
- Assessment: Determine if learners know if they are being observed. Also as mentioned in previous chapters, attitude has to be shown, so decide if it is through psychomotor or intellectual skills.
- Presentation Activities: Decide whether you are reshaping or cultivating new behaviors. Am I starting over or building on existing behavior? Behavior must be shown to learners in a performance setting so that they can observe expected outcomes.
- Follow-Through: This is the most important component of Attitude Skills. We want to see this change or learning demonstrated without the presence of a teacher. Feedback must be communicated when skills are accomplished in a performance setting. If it doesn't transfer, it's not good for teaching.
- Preinstructional Activities: The designers have to decide what to tell them to ensure their motivations are not altered or misled. It may be beneficial to relate their current attitude to who they could be, which tells them they can end on a positive note.
2.Learner Participation: Make sure the practice is not very focused on teaching objectives so it is not seen as just busy work. In addition to this, if learners know or understand the context well, then they will be more likely to successfully learn new skills. Transferring, feedback and problem solving in very similar environments will provide the context for engaging in the intellectual skills learned.
- Assessment: The important thing to remember here is that the timing of the assessment is of the essence. You don't want to do this prematurely. All the feedback that needs to be presented makes testing frustrating for learners and time-consuming for teachers.
- Preinstructional Activities: Learn how learners organize new information and their ability to remember new content.
Content presentation and study guidance: In intellectual skills, it is important to have examples, but not examples, so that learners have to form their own ideas and solutions. The purpose of intellectual skills is to bring about change in reasoning and seeing through problems without obvious solutions. This cannot be spelled out for the learner, otherwise they will not develop the skill.
- Fellow-Through: The need for further guidance is determined based on the results of the assessment.
- Learner Participation: Practice and feedback are essential for such skills. Identify when learners will actually practice skills in appropriate settings. This will ensure that learning is built rather than destroyed through embarrassment and/or misunderstanding.
- Assessment: The evaluation process is very simple. The learner's ability to demonstrate or perform the skills that have been taught. Be sure to maintain a positive environment as you yourself and other learners evaluate this.
- Presentation Activities: Grouping the skills to be accomplished depends on the skill level and complexity required. Make sure to group them in a way that is easy for the learner to practice and achievable.
- Follow-Through: Mastery of psychomotor skills is demonstrated when learners can perform them spontaneously in the correct context. It should not require prompting from the instructor and should appear natural and flowing.
- Preinstructional Activities: Due to the nature of motor skills, learners can see what to do. Being able to see and demonstrate how to do a skill is a natural motivation. Be careful though, because if the learner is struggling to replicate the skill and can tell that this "failure" is being observed by others, motivation can quickly fade away.
- Three main reason need to be considered while selecting a delivery system: (1). it has never happened before. The designer might need to be flexible and get everything out of the system. (2). Make the ideal process into a linear, stepwise, sequence way to present. (3). system design models have to be equivalent in earlier or later in the process.
- Learning Components for Learners of Different Maturity and Ability Levels: The needs and differences must be considered throughout the design process. The learner is the one who ultimately determines the ability to learn. It is the designer's responsibility to gather all possible information to ensure instruction reaches the maturity and ability levels of the target audience.
- Learning Components for Constructivist Strategies: Constructivists believe that knowledge is built in the mind and is internal. Training and instruction are limited so learners can build their own reality. Combining the philosophy of open-ended thinking and exploration with detailed, structure-oriented teaching will provide us with the right pedagogical balance. Instructions that allow learners to explore, but also contain guides and concepts explored in related paths.