Developing an instructional strategy requires considering content, activities, and materials. It also requires selecting an appropriate delivery system and sequencing content logically. An instructional strategy describes the general learning components - like gaining attention and providing feedback - and procedures that will enable students to master learning outcomes. These components must be appropriate for the learners' maturity, ability, and type of content. The strategy also involves selecting student groupings, media, and confirming the delivery system. Effective strategies group content into manageable clusters and consider factors like age, complexity, learning type, and time required.

1. Developing an Instructional Strategy
Lasheena Nation
October 8, 2016

2. Background
Developing an instructional strategy, the following
must be included:
− Content
− Activities
− Materials

3. Background
The Content, Activities and Materials are specific
knowledge that will be shared with students, how
students will be engaged in receiving knowledge
and other elements that will give knowledge.

4. Objectives

Describe considerations for selecting an instructional system

Sequence and arrange content in lesson-level clusters

Name five learning components of instructional strategy

Specify learning components that are congruent with learners' maturity, ability level
and type of learning content

Select appropriate student groupings and media for the learning components

Consolidate media selections and confirm or select delivery system

5. Selection of Delivery System

There are many examples of delivery systems in
providing instruction for learners.
− Distance education
− Computer-bases instruction
− Self-instruction Materials
− Instructor-led instruction

6. Content Sequencing

The 1st
step to delivering an instructional strategy is identifying a teaching sequence and
manageable grouping of the content

The goal would logically be sequenced from left to right of from beginning to ending.

7. Clustering

Consider the following factors when determining the amount of information presented (or the
size of the cluster)
− Age Level
− Complexity of the material
− Type of learning
− Varied activity
− Amount of time required for all instructional activity

8. Learning Components of Instructional
Strategies

An instructional strategy describes the general
components of a set of instructional materials and
the procedures that will be used with those materials
to enable student mastery of learning outcomes.

The concept of an instructional strategy originated
with the events of instruction described in Gagne's
Conditions of Learning (1985). In this cognitive
psychologist's view there are nine supporting
internal mental processes of learning.

9. Nine Learning Components

Gaining attention

Informing learner of the objective

Stimulating recall

Presenting the stimulus material

Providing learning guidance

Eliciting the performance

Providing feedback about performance correctness

Assembling the performance

Enhancing retention and transfer

10. Learning Components for Learners of
Different Maturity and Ability Levels

Ideally these are independent learners who “learned how to learn”

Planning should be selectively rather that providing slavishly for all learners

11. Learning Components for Various
Learning Outcomes

Basic learning component for instructional design
are the same whether you are designing instruction
for an intellectual skill, verbal skill, a motor skill or
an attitude

12. 4 Types of Learning Components

Intellectual Skills
− All five learning components should be considered

Verbal Skills
− This section considers each learning component in relation to verbal
information goals and subordinate skills

Motor Skills
− Usually involves several activities and skills

Attitudes
− Researches believe our attitude consist of three components

Feeling

Behavior

Cognitive understanding

13. Learner Components for Constructive
Strategies

Constructivism

A learning theory in which learning in viewed as an internal process of constructing meaning
by combining existing knowledge with new knowledge gained through experiences in social,
cultural and physical world

Constructivism Learning Environments
− Learners in collaborative groups with peers and teachers consulting resources
to solve problems. Collaboration can be face to face or managed at a distance
by media. Collaboration can be real or stimulated in virtual learning spaces as
well.

15. Student Grouping

In planning learning components of a instructional strategy, also plan the details of students
grouping and media selections.

One question to consider in planning student grouping, think about if requirements of social
interaction exists in the performance and learning context in the specific learning component
or in foundational views of the teaching process.

16. Media Selection and Delivery System

Media can be used effectively by carrying many of the learning components of instructional
strategy.

Determine what media to use early in the planning process

17. Areas to Examine in Media Selection

Domains of learning

Learning characteristics

Task requirements doing in the objectives

Replacing the need for instruction

18. Selecting Media and Delivery Factors

Cost

Flexibility

Convenience

Usability

Designer Knowledge

19. Summary

As a lifetime learner, there are many options to
consider in effectively developing an instructional
design. There was once a time when books and
writing or printed materials where the main source
of learning. Since we have now expanded to various
technology (computers, phones, television) and
additional applications that help exists further
knowledge

20. LaSheena Nation
lasheenanation32hhs@yahoo.com