Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Developing an instructional strategy (m8)


Published on


Published in: Education
  • Be the first to comment

  • Be the first to like this

Developing an instructional strategy (m8)

  1. 1. By Raheen Brooks
  2. 2.  The Instructional strategies that instructors utilize helps to develop the learning environment. There are strategies that help to teach students directions, and there are also some that view them as participants in the learning environment. Modeling is an effective tool in helping students learn the process of developing strategies and skills.
  3. 3.  The ideas follow as a selection of a delivery system. Also demonstrating the understanding of content sequencing and clusters.  Other ideas feature mastering learning components for various learning outcomes and constructivist strategies.
  4. 4.  Mainly focuses on terminology and description will be administer to learner. Examples would be distance education, computer-base instruction, and self-instruction material.
  5. 5.  Functions includes instructional analysis and identify logical cluster.  Planning the learning components that will be used for instruction.  Choosing the most effective student groupings for learning.
  6. 6.  Consists of five functions  Pre-Instruction Activities  Information Presentation  Learner Presentation Testing  Follow-Through
  7. 7.  Content sequencing consists of two steps when developing an instructional strategies. They are identifying a teaching sequence and managing groups and content.
  8. 8.  Cluster instruction focuses more on the learners. It tries to gather the age of the learners, the complexity of the material, type of learning that takes place, what activities are varied, and the amount of time required to include all events.
  9. 9.  There are several different sequences that occur.  Determining the answers to the questions in the instructional analysis.  Working up your way through a hierarchy to reach your main goal.  Working your own way from left, and begin to proceed to the right to your final destination.
  10. 10.  Instructional strategies tend to explain the general functions of a set of instructional materials and the procedures that will be used with those materials to enable students mastery of learning outcomes.  Most instructional strategies are flexible, and can be used in services of several learning objectives, but some of them are better sited for a particular set of objectives.
  11. 11.  Focuses on the different type of learners needed for instructional strategies. All learners should be able to manage their own intellectual techniques for retaining knowledge. They will also be independent learners, and will have activities planned around them selectively.
  12. 12.  There are four major components  Intellectual Skills  Verbal Information  Motor Skills  Attitudes
  13. 13.  Constructivism has root in cognition psychology and has four branches.  Cognitive constructivism  Social constructivism  Cognitive ID Models  Constructivist planning practices
  14. 14.  It starts off by gathering student details of student grouping and media selection. Social interaction in a broad goal of education plays key parts in growing up but should be carefully use because it hinders individual learning.
  15. 15.  Media selection of domains of learning has four major components.  Intellectual Skills  Verbal Information  Psychomotor Skills  Attitudes
  16. 16.  In regards to the media selection there are several areas that are examined.  Domains of Learning  Certain Learning Characteristics  Certain Task Requirements Found in Objectives  Replacing the Need for Instruction
  17. 17.  As a change agent, when it comes to instructional strategy developing the ability to adapt is a major component. Our current generation will continue to change and upgrade due to technology. Because of that we have to be prepared to transition from older methods to newer ones.
  18. 18. Raheen Brooks