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Apt 501 Assignment 7
1. CHAPTER 9: PLANNING LOGISTICS AND
MANAGEMENT FORTHE
INSTRUCTIONAL STRATEGY
Jordan Amerson
2. Objectives
■ Describe considerations in selecting an instructional delivery system
■ Sequence and arrange content in lesson-level clusters
■ Selecta appropriate student groupings and media for an instructional strategy
■ Assign objectives to lessons
■ Consolidate media selections and confirm or select a delivery system
3. Background
■ Research since the early 1980s confirms that the choice of media for delivering
instruction does not make a difference in how much students learn or in their attitudes
about what they are learning
■ Rather, it is the design of the instructional experience – the instructional strategy –
that makes the difference
5. Delivery System & Instruction
■ Delivery System – the means by which instruction will be provided to learners.
Includes instructor-led instruction, distance education, computer-based instruction,
and self-instruction materials.
■ Instruction – A set of events or activities presented in a structured or planned manner,
through one or more media, with the goal of having learners achieve prespecified
behaviors.
■ A delivery is part of an overall instructional strategy
6. Delivery system examples
■ The traditional model is an instructor with a group of learners in classroom.Training
center, or lab
■ Large-group lecture with small group question and answer follow-up
■ Telecourse by broadcast, webcast, two-way interactive video-conference, or
computer-based instruction
■ Internet or intranet web-based instruction
■ Site-based internships, mentoring and coaching
■ Electronic performance support ranging from simple and searchable job aids to
contextually sensitive smart systems
7. Instructional Design Process
■ In an ideal instructional design process:
– Consider the goal, learner characteristics, learning and performance context,
objectives, and assessment requirements, and then work through the considerations
and decisions.
8. Five factors when determining the
amount of information to be presented:
■ The age level and learning maturity 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 components in the instructional
strategy for each cluster of content presented
9. 3 steps regarding media selection
■ Develop a theory-based instructional strategy; that is, specification for what must
happen during instruction to ensure efficient and effective learning
■ Identify media attributes that are essential for carrying out the instructional strategy
■ Select media that possess those attributes
10. 2 instances in selecting media in which learner
characteristics are critical considerations
■ Media learners with sensory, cognitive, or learning disabilities must comply with
requirements of the Americans with DisabilitiesAct for accommodating disabilities, or
assistive means must be chosen that supplement the media to accommodate the
disabilities
■ Target audience of nonreaders or that includes nonreaders, for whom audio and
pictorial media have obvious benefits
11. Critical attributes are requirements of
■ Practice and intelligent and adaptive feedback
■ Synchronous feedback
■ Physical practice with real or simulated objects
■ Sensory discriminations
■ Accommodation of learners’ sensory or cognitive challenges
■ Accommodation of illiterate or marginally literate learners
■ Social interaction
12. The best sequence for developing your
instructional strategy
■ Indicate the sequence of objectives and how to cluster them for instruction
■ Indicate your approach to the learning components of pre-instructional activities,
assessment, and follow-through
■ Indicate the content to be presented and student participation activities for each
objective or cluster of objectives
■ Review your sequence and clusters of objectives, pre-instructional activities,
assessment, content presentation, student participation strategies and student
groupings and media selections
■ Review the entire instructional strategy and anchored management decisions again to
consolidate your media selections
13. 5 phases to planning the cognitive
instructional strategy for a unit of instruction
■ Sequence and cluster objectives
■ Plan pre-instructional, assessment, and follow-through activities for the unit, with
notes about student groupings and media selections
■ Plan the content presentations and student participation sections for each objective or
cluster of objectives
■ Assign objectives to lessons and estimate the time required for each
■ Review the strategy to consolidate media selections and confirm or select a delivery
system
14. Sequence and cluster performance
objectives steps
■ Prepare for discussion
■ Set agenda
■ Convene group
■ Introduce task
■ Manage though line
■ Manage cooperative group interaction
■ Summarize/conclude discussion
■ Terminal objective
15. Constructivist Instructional Strategy
■ A constructivist instructional strategy is quite different than the one just described,
and it could be created in many ways due to the flexibility afforded by a constructivist
model .
16. Planning the learning environment
■ Designs and materials needed to launch the CLE
– Goal: lead group discussions aimed at solving problems
– Learning objectives: addressed at main step level during sessions
– Rationale: Leaders, through skill in managing problem-solving discussions,
encourage campus and community members to become involved
– Constructivist focus: critical thinking, problem solving, and cognitive flexibility
– Pedagogical model: problem-based learning
– Scenario: a group or graduate student leaders addressing problems on campus
related to campus life
17. Planning learning guidance
■ Materials and activities anticipated for adaptive learning guidance
– Scaffolding
– Demonstrate member blocking behaviors and stress if actions are not forthcoming
from group members in meetings
– Assist member in focusing on important aspects of leader/member actions
– Refer to job aids when needed
18. Planning authentic assessment
■ Materials and procedures anticipated for authentic assessment
– Reflection prior to viewing videos
– Reflect on consequences for particular actions or reactions within the group
– Reflect on the effectiveness of leader and committee member actions demonstrated
during meeting
– Remind learners of group blog and invite them to reflect on any part of this session’s
simulated meetings
19. Summary
■ The instructional strategy is a prescription used for developing or selecting
instructional materials.
