This document outlines how to develop an effective instructional strategy. It discusses sequencing content, considering learners' abilities and grouping students. The nine events of instruction are described based on Gagne's conditions of learning, including gaining attention and providing feedback. Constructivism and designing constructive learning environments are also covered. The document concludes by discussing media selection and delivery systems to accomplish instructional goals and objectives.

1. DEVELOPING AN INSTRUCTIONAL STRATEGY
Tieka Wilkins

2. BACKGROUND
This presentation will identify how to engage learners
through instructions.

3. OBJECTIVES:
 Content Sequencing and Clustering
 Learning Components of Instructional Strategies
 Learning Components of Learning of Different
Maturity and Ability Levels
 Student Grouping
 Selection of Media Deliver Systems

4. SEQUENCING AND CLUSTERING
 The first step in developing an instructional strategy
is identifying a teaching sequence and manageable
grouping of content.
 The instructional sequence for a goal would
logically be sequenced from the left, or the
beginning point, and proceed to the right.

5. CLUSTERING INSTRUCTION TO CONSIDER:
 The age level of your learners
 The complexity of the material
 The type of learning taking place
 Whether the activity can be varied, thereby focusing
attention on the task
 The amount of time required to include all the
events in the instructional strategy for each cluster
of content presented.

6. LEARNING COMPONENTS
OF
INSTRUCTIONAL STRATEGY
 An instructional strategy describes the general
components of a set of instructional materials and
the procedures that will be used with those
materials to enabled student mastery of learning
outcomes
 The concepts of a instructional strategy originated
with the events of instruction described in Gagne’s
Condition of Learning.

7. IN ORDER FOR INSTRUCTION TO BRING ABOUT EFFECTIVE LEARNING, IT MUST BE
MADE TO INFLUENCE THE INTERNAL PROCESSES OF LEARNING.
1. Attention: Determines the extent and nature of reception of
incoming stimulation.
2. Selective Perception: Transforms this stimulation into the form
of object-features, for storage in short-term memory.
3. Rehearsal: Maintains and renews the items stored in short-term
memory.
4. Semantic Encoding: Prepares information for long-term
storage.
5. Retrieval, including search: Returns stored information to the
working memory or to a response generator.
6. Response Organization: Selects and organizes performance.
7. Feedback: Provides the learner with information about
performances and sets in motion the process of reinforcement.
8. Executive Control Processes: Select and activate cognitive
strategies.

8. NINE EVENTS OF INSTRUCTION
 Gaining attention
 Informing learner of objectives
 Stimulating recall of prior learning
 Presenting the stimulus material
 Providing learning guidance
 Eliciting the performance
 Providing feedback about performance correctness
 Assessing the performance
 Enhancing retention and transfer

9. ARCS MOTIVATION MODEL
 A
 R
 C
 S
 = Attention
 = Relevance
 = Confidence
 = Satisfaction

10. HOW EACH OF THE EVENTS RELATES TO THE
INTERNAL LEARNING PROCESSES
Instructional Event Relation to Learning Process
1. Gaining attention Reception of patterns of neural impulses
2. Informing learner of objectives Activating a process of executive control
3. Stimulating recall of prior learning Retrieval of prior learning to working memory
4. Presenting the stimulus material Emphasizing features for selective perception
5. Providing learning guidance Semantic encoding; cues for retrieval
6. Eliciting the performance Activating response organization
7. Providing feedback about performance
correctness
Establishing reinforcement
8. Assessing the performance Activating retrieval; making reinforcement possible
9. Enhancing retention and transfer Providing cues and strategies for retrieval

11. LEARNING COMPONENTS FOR LEARNERS OF
DIFFERENT MATURITY AND ABILITY.
 Consider different learners for instructional
strategies.
 All learners could manage their own intellectual
processing foster learning.
 They would be independent learners or had learned
how to learn.
 should be planned selectively rather than being
provided slavishly for all learners.

13. ASPECTS OF CONSTRUCTIVISM
1. Reasoning, critical thinking and problem solving
2. Retention, understanding and use
3. Cognitive Flexibility
4. Self-Regulation
5. Mindful Reflection and Epistemic Flexibility.

14. DESIGNING CONSTRUCTIVE LEARNING
ENVIRONMENTS
 Reasoning, critical thinking, and problem solving
 Complex, realistic and relevant
 Retention, understanding, use
 Providing for interaction among learners, peers, and teachers
 Cognitive flexibility
 Ability to adapt and change one’s mental organization of knowledge and
mental management of solution strategies for solving new, unexpected
problem
 Self-Regulation
 Identifying learning outcomes of personal interest or value and choosing
to pursue them.
 Mindful reflection and epistemic flexibility
 Reflected by learners who maintain awareness of their own process of
constructing knowledge and choosing ways of learning and knowing.

15. STUDENT GROUPING
 The next element of an instructional strategy is a description of how
students will be grouped during instruction.
 The main things to consider are whether there are any requirements
for social interaction explicit in the statement of your objectives, in the
performance environment, in the specific learning component being
planned, or in your own personal views.
 Student groupings can hinder individual learning, but at the same
time they can motivate students and keep them interested.
 Also, keep in mind that your delivery system can affect the amount of
social interaction possible. As you all know, a distance-delivered
course makes it hard to promote social interaction between students.
Similarly, computer-based instruction can be hard to do with groups of
students

16. WAYS FOR GROUPING

17. SELECTION OF MEDIA AND DELIVERY
SYSTEMS
 This is the fourth and final element of an instructional
strategy.
 According to Gagn (1988), the selection of a delivery
system indicates a general preference for emphasizing
certain instruments to accomplish instructional events.
 Within this general preference, specific agents or media
can be assigned, event-by-event, objective-by-objective
to accomplish the intended goal.

18.  The overall delivery system includes everything
necessary to allow a particular instructional system to
operate as it was intended and where it was intended.
Some examples of delivery systems include:
 Classroom delivery
 Lecture
 Correspondence
 Videotape
 Videoconference
 Computer-based
 Web-based

19. SUMMARY
 As a change agent this lesson helps me to be more
adaptable with those who I am instructing or
briefing. I have to be aware of the maturity and
ability levels.
 As a Reflective Practitioners, I know how to prepare
learning for a variety of personnel. It use to be hard
for me to get information through to older personnel
because they usually stuck in their own words. I
now know that you may have to relate it to them in
their terms.
 As a lifelong learner, I am glad to know more
information that I can pass on to others. I have
different career obligations that I have to instruct, so
I am making sure that the learning is effective.

20. TIEKA WILKINS
sewheatt@aol.com