Week Three Worksheet CJA354 Version 41University of Phoen.docx

Week Three Worksheet
CJA/354 Version 4
1
University of Phoenix Material
Week Three Worksheet
Match the items in the Case Summary column to the Options in
the right column by entering the correct corresponding
alphabetical letter next to the numbers in the first column. Not
all options will be used.
Case Summary
Options
1.
Shaun is driving home at night from work on a six-lane road,
under the speed limit. There are no streetlights. A man is
crossing the middle of the street, and Shaun does not see him.
Shaun hits the man and kills him.
A. Murder
B. Voluntary manslaughter
C. Involuntary manslaughter
D. Justifiable homicide

E. Excusable homicide
F. Statutory rape
G. Malice aforethought
H. Necessity
I. Felony murder
J. Suicide
K. Second-degree murder
L. Renunciation
M. Corpus delicti
2.
Ruth’s friend Mary asks her to drive her to a convenience store
and wait for her. While Ruth waits in the car, Mary shoots and
kills the clerk, and robs the store. Mary gets in the car and Ruth
drives away.
3.
Lisa comes home early from work and finds her husband in bed

with her best friend. Lisa grabs a handgun and shoots her friend
in the head.
4.
Zachary suggested playing Russian roulette with his friend
Gary, because he had a handgun and only three bullets. Gary
shoots himself in the head and dies.
5.
Officer Chan is a city police officer who pulled over a speeding
car. Upon asking for license and registration, the driver grabbed
a gun out of the glove box and began to turn toward the officer.
Officer Chan shot and killed the driver.
6.
Ben and Heather have a suicide pact, because their families are
preventing them from having a relationship. Ben drives his car,
with Heather in the passenger seat, off the cliff. Heather lives
and Ben dies.

7.
After a fight with his wife, Tom buys a shovel and rope. He
tells his wife he wants to drive into the desert to look at the
stars. While in the desert, Tom chokes his wife. He digs a hole
and buries her in the hole.
8.
Andrew abuses his son, Joe, which was noted by Joe’s teachers.
Andrew gets extremely drunk one day and beats Joe again. After
3 days, Joe dies from his injuries.
9.
Scott murders his wife, then takes a boat out to sea and dumps
her body. Can Scott be charged with homicide?
10.

Nicole owns two aggressive dogs that consistently get out of the
backyard. The dogs attack and kill Nicole’s 80-year old
neighbor as she takes her daily walk.
11. How does your state’s law define kidnapping? What degrees
of kidnapping are effective in your state? How do federal
kidnapping laws differ from your state’s kidnapping laws?
Include references.
12. How do false imprisonment and abduction laws vary from
kidnapping in your state? Include references.
13. Provide an example of a recent case involving a computer or
high-technology crime. What law was broken? When was this
law enacted? What was the punishment? Include references.
Chunking
1-Objectives from this strategy
Terminal objectives:
Learners will be able to explain
• Why we are using chunking strategy.
• When to use chunking strategy.
• How to use chunking strategy.
• Where to use chunking strategy.
• By explaining chunking strategy, learners will be able to
design chunking strategy by 95% accuracy.

2- what is the chunking means?
As a learning strategy, chunking refers to break up long and
complex information strings into smaller and shorter units or
groups that can be easily committed to memory.
Regarding to the mind development of the learners some
information is realized to be complex to be proceeded just at
ones. To give the mind of the learners that easy stae of
absorbinggrabbing these complex concepts, the instructional
designers are deemed to break the concept into simple
cellsunites of information for these young minds to easily take
in the concepts eventually (Skyrms,2010).
When breaking down information in to smaller manageable
units chunking seeks to enhance the ease with which
information is processed (Pine, 2001). The strategy aims to
guide students in the learning experience starting from the
known course concepts and gradually proceeding to the
unknown until the unknown concepts becomes known. The aim
of chunking is to make more efficient use of learners’ short-
term memory.
3- when to select analogies strategy and under which condition
they could use this strategy.
Chunking is usually used when learning involves large amounts
of information regardless of whether the information has any
obvious patterns (Pine, 2001). For instance, 860-555-4598 as
opposed to 8605554598; where phone numbers are usually
written in groups of threes and fours for easier remembering.
Chunking is also appropriate for lists containing related items.
For instance, a shopping list could have frozen foods (ice cream
and frozen beans), baked products (bread, cookies, muffins),

and vegetables (lettuce, tomatoes, cucumbers), which are easy
to remember and save shopping time than a list written like:
cookies, cucumbers, ice cream, bread, tomatoes, frozen beans,
muffins, and lettuce (Skyrms,2010).
4- why chunking strategy should be selects and used.
The chunking learning strategy facilitates learning process
through promoting continuation of knowledge. It resents
information in an easy and simple way that assists students in
retaining and recalling information. Encourages students to
classify related information and build their self-esteem by
enhancing their capacity to learn. It reduces the cognitive load
in the course content thus reducing boredom in students (Pine,
2001).
5-How it is best utilized.
Chunking could be implemented in learning through grouping
related information, organizing or finding patterns in complex
information (Pine, 2001). The appropriate technique will depend
on the type of information available to deliver the course
content.
There are three strategies that every instructional designer
should consider and recognize when using chunking especially
on the field of E-learning. First, you should organize, priorities
and classify the content or subject matter. Organize entails
application of the organizational strategies such as sequential,
cause and effect, simple to complex, whole to parts and so on. A
priority entails identification of the important and crucial
information and classifies such information. As such, the
instructor separates irrelevant and unnecessary information
from the important. The working or short-term memory is not

flooded. Second, grouping the course’s content through dividing
them into section. The sections are further divided into topics
and themes. It helps the learners from getting lost and easy
memorization of the information. Third, learners should
organize the content into logical and progressive order.
6-Assessments
1-What is the chunking means?
2- What are the three strategies that every learner should
consider and recognize when using chunking?
3- when you could select chunking strategy? And why s should
be selected?
4-Did chunking strategy works better if we have Large amount
of information to learn?
-Working as a group, you will ask to make chunking for the
long text that you have.
Assessment of the effectiveness of learning through
chunking could be conducted using both written and oral texts
to determine the level of information processing and retention
in students.
7- Related research and references.
Chunking has been known to exist in human societies
even before the introduction of formal learning. The strongest
evidence to support perceptual chunking is use of language and
the manner in which words are grouped into statements and
gradually into paragraphs.

Signaling strategy
1-Objectives from this strategy
Terminal objectives:
Learners will be able to explain
• Why we are using signaling strategy.
• When to use signaling strategy.
• How to use signaling strategy.
• Where to use signaling strategy.
• By explaining signaling strategy, learners will be able to
design Signaling strategy by 95% accuracy.
2-What is signaling strategy means.
Signaling as a learning strategy involves an instructor
who has classified information about a phenomenon as well as a
set of signals for transmitting that information to the student

who observes the signal but not its state and takes some action
accordingly. Each state is characterized by an action that both
the instructor and the student are interested in the student taking
the suitable action given its state (Skyrms, 2010).
Signaling is to coordinate on a convention that enables
learners to arrange information logically in their memory
(Skyrms, 2010). The main objective of this learning strategy is
to organize a text/passage and information in the minds of
students
3- when to select signaling strategy and under which condition
instructional designers could use this strategy.
This strategy is appropriate in situations where the
instructor wants to transmit large and complex volumes of
information without losing the students’ attention. It can also be
used in learning environments such as operating rooms where
unnecessary noise is avoided and the surgeon signals for interns
to perform particular tasks.
4- why signaling strategy should be select and use?
Signaling in learning builds mental coherence in understanding
course outlines. It assists in organizing information logically in
the student’s mind to enhance the ease of recalling the
information. Enhances learning by attracting attention of
students through various verbal and non-verbal signals used.
5- How it is best utilized.

This strategy is best-utilized using gestures, symbols,
and images that supplement textual and verbal information
provided by the instructor (Skyrms, 2010). This ensures that
those signals act as triggers of the textual/verbal information
when encountered by students in future thus eliminating the
need to provide the whole amount of information
Steps and procedures of using signaling strategy
Signaling is achieved through the use of following
steps. First, getting attention of the learners. In signaling
strategy, we are using different ways for the purpose of getting
the learners to listen to their information and direction. (MTA,
2014). Example, learners using words such as “Everybody eyes
on me.” “Mouth closed, feet quiet, ears listening, eyes on me”.
Second, redirect attention of the learners to the assigned work
or task. Example, using words such as “Can I assist you?” “Are
we together?” “Any trouble?” third, review the first two steps
and rate yourself in terms of the ways of getting the attention of
the learners. The rating should be in terms of display of the
body posture used in classroom, voice, general body movement
and facial expression.
Therefore, following steps enable the learners to
familiarize themselves with your signals of requesting for their
and attention. Learners can minimize and manage behavioral
problems hindering their focus and attention to the course’s
content.
6-Assessments

1-What is the signalingmeans?
2- when you could select signaling strategy? And why it should
be selected?
3-what is the Steps and procedures of using signaling strategy?
4-what are the main objectives from using signaling strategy?
7- Related research and references.
Recent research has proved the effectiveness of
signaling as a learning strategy. The field of signaling learning
has received more attention and it has been demonstrated that
perfect communication may evolve from behavior that was
random initially using simple adaptive processes (Skyrms,
2010).
1
Introduction
The training manual focuses on the use of Instructional
Strategies by instructional designers to determine which
strategy they use to design their material in order to achieve the
target learning objectivities. The main aim is to propose
strategies in which the learning objectives of the instructional
designers can be met where they fully understand and relate to
what they are being taught.
The training manual will take about Five strategies which

instructional designer get benefit of them in designing their
instructional strategy. Each strategy will included Five
elements to take about. Instructional designers will recognize
the advantages of each strategy. Also, they will know when and
which strategy they should use. There are five analyzed
instructional strategies and the various theoretical models
supporting them.
The following are the various instructional strategies that are
recommended for use
1. Chunking
2. Compare and contrast
3. Signaling
4. Explaining Example
5. Graphic Organizers
The training manual is design for instructional designer to be
able to select the appropriate strategy that serves them in their
designing their material. Also, it serves them how to select the
strategy and how they could use it. Training manual provide
explanation for each strategy and what its objectives are , when
they could use it and how they will be assessed . In addition, it
help designer how to organize the information in enhance
students’ ability to gain the lesson effectively. In addition, it
provides the instructional designers with research on the topic’s
effectiveness.
Each of these strategies is analyzed and assessed on target
achievement under the following the listed basis.
· What it is
· When to select and use it
· Why it should be selected
· How it is best utilized
· Where it should be used
· Related Research and references
The Objective of Training Manual
The main objectives to be achieved by discussing the

instructional strategies to instructional designers are as outlined
below:
The instructional designer will be able to
· identify the concept of each instructional strategy in each
different scenario and setting.
· Give in-depth description on each and every mentioned
strategy.
· Give a detailed explanation as to why each of the strategy
should be used
· utilize the discussed aspects of each strategy to create their
own instructional strategy.
Table of Contents
Introduction 2
The Objective of Training Manual 4
Chapter one: Chunking 7
Introduction 7
Objectives of chunking 7
What Chunking is 7
When to select and use it 8
Why it should be selected9
How it is best utilized 11
Assessment 12
Related research and references 13
Conclusion 13
Chapter two: Compare and Contrast 14
Objectives of Compare and Contrast 14
What is Compare and contrast 14
Effective Why it should be selected 16
How it is best utilized 17
Assessment 18
Chapter Three: Signaling 21
What signaling is 21
Objectives 21

How it is best utilized, 23
Assessment 23
Chapter Four: Explaining Example 24
Objectives of chunking 24
What is Explaining example 24
How it is best utilized, 27
Assessment 27
Chapter Five: Graphic Organizer 29
Introduction 29
Objectives 29
What Graphic organizer is 29
Figer.4, Energy by Marcia 36
Assessment 38
Reference 40
Chapter one: ChunkingIntroduction
Arrange of material has effect on design the lesson. If the
material was not organize and arranges it will be difficult to
understand the concept clearly. Also, it is difficult to read a lot
of information which is related and unrelated in one paragraph
without. However, chunking can help to arrange and organize
the material in smoothly way. Objectives of chunking
The instructional designers will be able to
· define the concept of chunking
· recognize when to select chunking
· explain why they are utilizing chunking
· Identify how to use chunking

· Recognize where it should be used
· Design material by suing chunking strategy What Chunking is
The word of chunking means divide something into several
logical part. Thus, chunking strategy is breaking down the
information into small groups or units. Pappas (2013) said that,
“Chunking refers to the strategy of making a more efficient use
of our short-term memory by organizing and grouping various
pieces of information together.” For example, dividing the
content into several paragraphs arranged logically . Chunking
enables and makes information to be registered in short-term
memory then transfer it to long-term memory . This strategy is
based on cognitive theory. The Peak Performance Center (2010-
2013) claims that “chunking is strategy used to reduce the
cognitive load as the learner process information.”
Chunking strategy simplifies the abstract and complex
information and material into simple one. This Strategy helps
instructional designers to analyze information in order to be
understood and thereby relieves the burden of the amount of
information stored in the mind. It break the abstract and
complex information into basic form. Which means produce the
simple information to complex one. providing information with
basic form help to recognize the abstract information, and it
will be easier to be retrieved in the future.
Also, chunking divides the content into smooth and relative
part. For instance, dividing the content into several paragraphs
where each paragraph has a relative to the previous one. Pappas
(2013) indicates that “The content should have a rational flow,
starting from basic and broad concepts and then progressively
advance into more complex ideas. Each concept should contain
the right amount of information.”
Chunking strategy helps in dividing the items based on its
category. It group the item which are similar together to be
easier to store and recall later. For example, a lesson about fruit
and vegetables. There is a large quantity and variety of fruits
and vegetables such as, Apple, Okra, Tomato, Banana, Potato,
etc. Chunking helps in listed each item under its category. For

instance, place Banana, Apple under fruit section. The other
under vegetable section. When to select and use it
Chunking strategy is used when the lesson carries a lot of
information and that may affect students’ cognitive loads. It is a
useful strategy to break down the lesson that carry out a large
amount of information in order to avoid the boredom. Also, it is
would be selected in grouping information into small units. In
addition, it good use in grouping or listing the items under the
main points to be easy to remember. Recording to Willis (2014)
Information taught in patterns can be as simple as presenting
material in chunked format. Because the working memory has a
capacity for immediate recall limited to from five to nine pieces
of unrelated items, if information is separated into chunks,
students can remember it more successfully. Just as phone
numbers and social security numbers are divided into chunks of
three or four, information—from biologic genus-species names
to states and capitals—can be chunked into groupings of three
or four, ideally with some commonality that relates them.
In a history class, for example, the lesson contains several
events happened in different dates. To facilitating remember
what events that happened in each date. Chunking is the best
use in this case and that through listing or grouping the events
that happened in certain period under its year and so on . That
will be easier to recall all the information that happened in
certain period. Also, if there is a long content that carries a
large amount of information, we use chunking strategy to divide
or group the content that has associated together in one group or
paragraph and so on. It used on category the items to its group
that belong to Why it should be selected
As we know our short-term memory is limited and does not
retain l a large amount of information. Therefore, we need a
strategy that helps to process information to be stored in the
long-term memory. Some lessons carry large amount of
information which are essential to be understood by the
students, and the instructional designer needs an effective
technique to design this amount of information to be delivers to

students. “To help students process information that is essential
to understanding specific content” chunking is a good strategy
to deliver a large amount of information to them (Marzano,
2009).
Chunking strategy helps instructional designers to group the
information based on what they understood. For example,
according to Professional Learning Board (2014), instructional
designers “can categorize information based on events, dates,
influencing factors, etc.”
Chunking strategy helps to produce the abstract and complex
information and material. Designer could produce the complex
information by producing the simple information until reach to
the complex information. That means break information down
into its basic information in order to understand the concept of
abstract and complex information. by this way the designer will
achieve the smooth movement from one paragraph to another
one by going gradually to a complex information to be easy for
learners to absorb it. Dividing the complex information into its
basic form, will facilitate recognizing the complex information
easily.
The advantage of this strategy is helping the instructional
designers to organize and divide a large information into small
units in order to be easy to be absorbed; to give confidence and
comfort to the learners in receiving the information; to help
learners to recall numbers, list and letters; to transition
information from easy to difficult; and facilitate learning for
learners; and facilitate understanding of information. This
strategy is used to relieve the burden of the amount of
information for the brain and help to recall the information in
easy way. For instance, the date of our birthday is chunked by
grouping the numbers such as 12-03-2009 instead of 12032009.
We can easily remember the date because we chunk the year as
a group as well as month and day. Pappas (2013) said that,
When information is chunked into groups, the brain can process
them easier and faster, because our working memory can hold a
limited amount of data at the same time. So, chunking is useful

when we try to memorize something complex, such as a 14digit
number for example, or large pieces of information, like a
course’s content, since the smaller pieces are easier to retain
and recall.
Thus, The chunking of information will be easier for learners to
store and maintain information for a long time because
Individuals’ ability to save information in their minds is very
limited. Due to that, this strategy helps designers to design the
material in the way that assists the learners to retrieve
information quickly and better in the future. How it is best
utilized
The perfect way to utilize chunking strategy is by dividing a
large amount of information into small groups where the small
groups are formed with information that have relations with
each other. instructional designer before starting design the
lesson, they should ask themselves a questions such as, what is
the impotent of a lesson? What are its advantages or
disadvantages? What is should be presented in the lesson? What
is the sequence of the lesson and information should be? What
is the information that it could be possible known by the
learners? Per to Pappas (2013) chunking should go through
“three major processes” which are “[classifying] the content
based on what’s really important to learn, and then [grouping]
and [organizing] the information. Also, tray to exclude the
information that is not needed or does not relative in order to
avoid the flood of students’ working memory. Here is an
example about Chunking the lesson. We need to divide the
lesson into several parts to be easy to reduce the cognitive
load, to understand and retrieve it later. For instance, a lesson
about technology. First, write the topic of the lesson such as,
technology in our life. Second, write an introduction about the
lesson. Third write a definition of the technology about the
topic. Fourth, the advantage of technology. Fifth, the
disadvantage of technology. Sixth, the role that technology
plays in our life,…etc. Another example as like previous

example, is in a history class to make students remember the
events that occurred in a century, by listing all the events that
took place in one year together. These events that happened in
one year could be chunk into dramatic events and pleasant
events. Also, it is utilized in Biology class by listing the causes
of a disease in a category and how to prevent it in other
category. Thus, it will be easy for students to remember the
information easily because the information is being chunked.
The third example is poetry. The best way to make students
recall the poetry which consists of five stanza is by memorizing
the first stanza then go to another stanza and combing with the
previous one then go to the third, fourth and fifth and do the
same with first and second stanza. Assessment
1- Throughout reading this chapter answer the following
questions:
· what is your own definition about Chunking Strategy?
· When chunking strategy should be selected? Why?
2- True or false
a) chunking is considered a good strategy to arrange the content
( )
b) chunking is used for a short content in order to be easy recall
information later ( )
3- Select any topic you are interested in and try to analysis it by
grouping the information that is relative together and exclude
the one that is irrelevant and meaningless
4- Looking for a whole large paragraph through the internet
about technology and try to apply the chunking strategy on this
paragraph. Take into account the smoothly move from one
paragraph to another paragraph.
5- “Technology” is the selected topic for you; you are required
to apply the chunking strategy to design this lesson. Related
research and references
According to The Peak Performance Center (2010-2013) about
their view of chunking which “Refer[s] to an approach for
making more efficient use of short-term memory by grouping
information. Chunking breaks up long strings of information

into unites or chunk.” Christopher Pappas (2013) in his web
article that published on Monday, 03 June 2013, gave a good
example about how to use chunking and what its definition and
how we can exclude the meaningless information. Conclusion
Chunking strategy is very useful for the instructional designers
in term of allowing them to create their material by displaying
the information in simple and easy way, organizing and
arranging the content to be easy to understood, reducing the
cognitive load, simplifying gain a large amount of knowledge
and constructing the lesson smoothly.
Chapter two: Compare and Contrast
Introduction
Sometimes, there is two topics or more which carry information
that has similarities or differences between each other. these
similarities and differences between tow topic or more cause
confused for both designers in designing their material and for
students to clear up the confusing to understand what is the
distinguish between tow topic. For that, compare and contrast
strategy come to facilitate to the designers to organize the
material in way that reduce the burden of the amount of
information and highlight the important points in each topic and
get rid of meaningless information. Objectives of Compare and
Contrast
· Define the concept of compare
· Define the concept of contrast
· Recognize when to select compare and contrast strategy
· Explain why they are utilizing compare and contrast strategy
· Identify how to use compare and contrast strategy
· Design material by suing compare and contrast strategyWhat
is Compare and contrast
This strategy is used to highlight and analyze the similarities
and differences between two or more things and ideas
(Steinbronn & Merideth 2008). Compare is showing the items
which the two topics have similarity in. That eases to observe

the features or characteristics of two topics and save the time to
explaining the features of two items. According to Silver(2014)
“Comparative thinking is one of our first and most natural
forms of thought.” At the same time, the contrast highlight the
differences between two ignoring the similarities. For example,
listing two activities like football and basketball would be an
example of compare and contrast. The designers will design the
lesson by showing the differences in how they are play, number
of players and the ground rules, and the similarities in the skills
that players should they have. However, before that it is “useful
for looking a two quantities and determining in what ways they
are similar and in what ways they are different” (Jones, 2012).
Highlighting the differences and similarities is also considered
a good strategy when comparing the ideas of the previous lesson
with a new lesson’s ideas.
Compare and contrast strategy serves to relate the two types of
information together to be easy to absorb and retain. It helps the
designers distinguish the various types of ideas or a group of
ideas in designing the lesson. It is “used…to teach vocabulary
signals, classification, nomenclature and key
characteristics”(Instructional strategy Online, 2014). There are
more than one type for compare and contrast strategy. The
written work in this type of instructional strategy can either be
in plain text or in form of charts (used together with graphical
organizers) (Instructional strategy Online, 2014). Also, it could
be in form of tables and columns may be drawn to put the
similarities on one side and the differences or contrasts on the
other side. It serves to have learners relate the information
together to be easy to absorb and retain.
It considers direct and indirect instructional methods. This
theory is based on the cognitive learning theory where when the
information are presents, it mentally recognize by noticing the
differences and similarities. The mental recognition helps to
note the differences and similarities between things.
This strategy distinguishes between facts, concepts and ideas.
Clarification of thinking along a given line and identifying

language cues in. it helps to receive new information, enhance
memory to remember the main information, and develop
thinking.
In order to design the material, “it is important to first
understand your own attitude toward comparisons and how you
use them in your” creating you lesson (Silver, 2014).When to
select and use it
Does confusion in meaning exist in information? this
Instructional strategy is used when there is a confuse in ideas,
topic’s ideas or word meaning. If there is a lesson that contains
two concepts, compare and contrast considered a solution to
deliver these concept in effective way. It used in demonstrating
and highlighting similarities and differences between two things
or more, also in linking previous knowledge to a new
knowledge. For example, in the Geography class the previous
lesson was about Indianapolis and the new lesson was about
Terre Haute. The previous knowledge it could be both of them
in Indiana State. The similarities are both have the same time,
weather as well as the same tax. The differences it could be
about the university, Agricultural crops, tourist areas, the
number of airports, etc. It is use if the content includes more
relevant and opposite information that could cause confusion.
We can use this strategy in teaching the synonym and opposite
word. Effective Why it should be selected
This strategy helps the designer to produce the material in
effective and efficient way because it highlights significant
information between two or more concepts. It demonstrate the
relationship between elements and to what extent the
similarities and differences are between them. It reduce the load
cognitive in gaining the two concepts with their characteristics,
it helps to arrange the information in logical pattern in order to
be understood, limit the confusion between relative concepts,
think flexibly, Implement previous knowledge to a new
situation, and develop the ideas.
learners are not clear with internal ideas that can help them

note down the distinctions (Driscoll, 2005). Therefore, it should
be selected when there is the need to enable the designers to
point out significant information, outlining the relationships
between the previous and current work. It is effective in
situations where the lesson required to indulge the students into
abstract thinking and reasoning. Also, it useful to stretch the
thinking with flexibility and look for new ideas and concepts
and how they relate to each other. How it is best utilized
The most common methods of utilization are through use of
tables, columns and charts. After reading, listening or/and
viewing, the learners can highlight the main ideas between two
concepts or more. They figure out the differences and
similarities between the various concepts. The differences and
similarities will be separate where each section to the two
different sides of the chart or table. It would be better for using
this strategy with the topics that have the relationship together
was in similarity or in contrast. That because to be easy to
understand the lesson by its differences and similarities. It
could illustrate the differences and similarities of concepts
within table, graphic or chart. For example, design the lesson
about two kinds of fruit. First, the designers should recognize
the concept of both kind of these fruit. Second, gathering all
information about two kind of fruit. Third, draw table or chart
or any type of compare and contrast strategy. Fourth, place the
similarities in one place and the differences between them in
different two places. (See Figure1).

Figure.1 Comparison-Contrast Charts, by Jones.
In addition we can use compare and contrast strategy in
mathematics class. For instance, teaching the addition and
subtraction problems. First, define the concept of addition and
subtraction. What is mean by addition and give example about
as well as subtraction.Assessment
1- Throughout reading this chapter answer the following
questions:
· what is your own definition about Compare and Contrast
Strategy?
· When Compare and Contrast Strategy should be selected?
· Why instructional designers lean to use compare and contrast
strategy?
· What are the forms of Compare and Contrast Strategy?
· To which extent this strategy helps in arranging and absorbing
the information between concepts?
· In any points British writing differ that American writing?
· In any points British writing similar to American writing?
2- True or false
c) Compare and Contrast is considered a good strategy to
arrange the content ( )
d) Compare and Contrast is used for just a large content in order
to be easy recall information later ( )
3- Apply the Compare and Contrast strategy in these topics “
smart phone” and “laptop.” You can choose any type or form of
Compare and Contrast strategy when you analyze these topics.
Related research and references
“Compare and Contrast is used to help students distinguish
between types of ideas or group like ideas….clarify thinking
and define ideas” state by Saskatoon Public Schools, (2014).

A reference can be made to Saskatoon Public Schools 2014
(Darabi & Jin 2013) report which gives compare and contrast as
one of the greatest method of helping students distinguish
between various ideas or a group of like ideas. It is stated to
clarify the thinking and defining of ideas to the students. It is a
good source to use when supporting the theory of comparative
teaching as improving students reasoning.
Another research has found out that strategies that engage
students in comparative thinking have a great effect on them.
This report gives the reason for as opening their eyes and
helping them think critically. It is a great source as a reference
since it critically examines the impact of comparative teaching
strategy on the student.
Conclusion
This strategy is effective when you cannot be able to choose
between opposing phrases or activities. It helps to analyze the
pros and the cons what poses the problem. It is mainly done by
drawing charts or column where the instructional designers
contribute in identifying what they find common under the
similarities column and what they find in one and not in another
under the different column. The instructional designers will be
able to participate fully by highlighting the most main idea
between two concepts. Designing the lesson by this strategy
will both teachers and students to get clear idea and
understanding the differences between concept, characteristics
among two topic or more.
Chapter Three: SignalingWhat signaling is
signaling strategy is highlighting the main ideas and
information in the texts . It helps to arrange and organize the
information in the mind. It arranges the information through
build or construct a mental coherent outline of the texts. Thus,
it is a strategy that helps to recall the information as the way

they construct the outline. Promote students' abilities who have
weaknesses in reading to understand what the texts include. It
makes learners aware of what the next step and what the
passage may could include. Objectives
· Define the concept of signaling
· Recognize when to select signaling
· Explain why they are utilizing signaling
· Identify how to use signaling
· Design material by suing signaling strategy When to select
and use it
It is useful when the texts carry out a large amount of
information as well as spoken information. It is utilize to grape
students’ attention to the main points in the text and show its
sub points. Also, it is use to demonstrate the steps that come
should come in the sequence and arrangement. It is good using
to outline the long passage and emphasis the significant and
main ideas. For example, put title, subheading for paragraph. It
consider effective strategy for students who are less skilled
reader in order to recall the information (Mayer, 2008). Mayer
indicate that students who use signaling strategy they have the
ability to recall the “conceptual information” by almost 50%. It
is good strategy in teaching history, story science. In fact, it is
good strategy and work in many area.Why it should be selected
According to Mayer (2008) signaling enhance students to
retrieve the information because it aims to reorganize the
passage and content by emphasizing the main and important
ideas in the text. Also, it “emphasize[s] the conceptual
structure” (p.367). In addition it should be selected to:
· Help learner to organize the passage to recall the information
later
· Outline the passage
· Clarify structure of the text

· Highlight the main idea
· Giving the basic knowledge
· Organize the information
· Demonstrate the relationship between ideas
· Increase the students’ understanding
· Build a mental outline of the text to recall the information
· Help students to pay more attention to the key ideas.
· Emphasis the important ideas
· Show the cause and effect
· Direct students' attention to the main and significant
information
· Promote selective retention and transfer
· Avoid confusing text
· Reorganize the material into coherent structure
How it is best utilized,
Signaling use by placement title, headings or subheadings that
show what the passage will take about. Also, It could use as
cues such as, using word to demonstrate the relation among
topic and ideas or stress the main idea by telling the more
important ideas are. Using some words or phrases to emphasis
the significant of ideas such as it is important to know that, the
fact is, we have to be aware of or caution should be exercised of
this. Also, it could be by formatting such as bold fount,
underline or italic fount. These method make students pay
attention to the important of concept and help them to recall it
later. After knowing the signaling each students will obtain
specific method to use it in their studying. Assessment
1. Throughout reading this chapter answer the following
questions:
· What is signaling?
· In which case the signaling should be selected?
· why instructional designers aimed to utilize signaling?
· How do you use signaling in designing you lesson? Related
Mayer (2008) says, signaling is consider a meaningful learning

because it “ techniques refer to the placement of noncontent
words in a passage that serve to emphasize the conceptual
structure or organization of the passage” (p. 367).
Chapter Four: Explaining ExampleObjectives of chunking
The instructional designers will be able to:
· Define the concept of explaining example
· Recognize when to select explaining example
· Explain why they are utilizing explaining example
· Identify how to use explaining example
· Design material by suing explaining example
· What is Explaining example
Explaining example involves explaining exactly what are
expected to learn. It aimed to demonstrate the various steps
needed to accomplish the expected academic tasks. Explaining
example is considers as “some phrases and communication
techniques that you can use to help give clear demonstrations
and instructions” (University of Rochester, n.d.). It means
giving the solution or procedure of something step by step. In
addition it demonstrate what happen in each step in detail. It
gives a clear understanding why we did something in some steps
and or if it needed in different situations or not. For example, in
math, a problem is explaining in detail by providing an example
that illustrates the steps solution and why in each step go like
that. Also, it illustrates if a certain step required in another
problem or not. In fact, it provides the problem and show the
entire procedures with commentary of why it solve in this
manner. Explaining example differs from one domain to another
domain based on situation. Also, it uses in writing. Illustrate
how to write certain type of writing. instructional designer need
this strategy in designing problem. When to select and use it
It uses to stress the information in the mind by showing in
details the reason behind each solves step. This method is sued
when introducing a new concept to the learners. A step by step
explanation will ensure that they grasp the concept and have
understood the presented ideas. The concept will be explored

deeply to be fully understood. The step by step explanation
enables the student to visualize both the purpose and result of
each step. It is very appropriate when solving mathematical
sums, chemistry analysis, reading comprehension, writing
processes and drafting procedures of an experiment. Also, it is
used in scientific and practical experiences and life experiences.
The explanation gives the finest meaning and enables the
students to fully understand a concept. Examples of where this
is applicable are: in solving of mathematical problems and in
carrying out of experiments.
If the designers aim to deliver the target goal quickly,
explaining example is the best option to achieve that. Also, it
use for demonstrating long process in order to save the time. It
is a true that, at the beginning that will take a long time in
explaining each step and why it goes by this way. However,
later it will save the time because there is no needed to
demonstrate that again because the learner got full understand
why and when they use these steps. In short explanation
example work in all domain to teach or learn something. Why it
should be selected
The detailed explanations ensure that the learners have fully
understood what is being taught. This enables the students to
develop an insight of their own. After that they are able to work
out similar problem sets on their own since they will be
following the outlined procedure. It also gives them time to
practice what they have learnt. They are also given a chance of
asking questions where they have not understood and seek
further clarification.
Explaining example strategy is aimed to deliver information
faster if your goal was faster learning. This strategy serves
instructor and students time in learning. in fact, explaining
example strategy has many advantages such as, display how to
solve problem, provide explanation of each selected step, help
to solve new problem in short time, explain reason behind
selecting particular step, accelerate learning, less cognitive
load, a good way to transfer knowledge, retain information to be

use in another situation, link existing information to a new one,
required less effort, improve learning, help to generate self-
explanation and provide a guidance in learning.
In providing a solution for problem, that enable to link the new
problem with the previous one and apply the steps to draw the
solution. It is effective strategy because it helps to learn easy,
quickly, transfer the information and recall it. When the steps of
solving problem is showing, will be easy to apply them in other
problems thereby the difficulty will be avoided in solving
another problem. Learning that occurs by providing examples
with explanation is better and useful than learning by doing and
without explanation (Mayer, 2008). Mayer (2008) in his book
indicates that providing solved example helps activating the
cognitive aspect to self-explanation because the concept and the
process of doing something or understanding something is
achieved and recognized.
Suggests of Shostak (1986) about the advantages and effectives
of using explaining example as following:
explanation can show:
· a cause and effect relationship (for example, to show the
effect of adding an acid to a base);
· that an action is governed by a rule or law (for example, to
show when to capitalize a noun);
· a procedure or process (for example, to show the operation of
solving a mathematical equation); or,
· the intent of an activity or process (for example, to show the
use of foreshadowing in drama). (Instructional Strategies Online
, 214)How it is best utilized
It utilizes by giving problem and show its solution with detail
information about why these steps were selected to solve this
problem. Providing example is differ from one tuition to
another. Before explaining example, the instructional designer
should make sure of the relative of providing example to the
presented problem. Then, “Explain importance of what is being
taught” (Chua, 2009). Give detail explanation for each step and

what the impotent of this step to solve certain problem and
when we can do without it. For example, linear equation, the
formula should be explained, then providing example to apply
this formula on equation. Explain in each step what happen and
why it should be treated like that and what the important of this
step, where this step will take to, what the result after this step
and so on. Assessment
2. Throughout reading this chapter answer the following
questions:
· What is Explaining Example?
· In which case the Explaining Example should be selected?
· why instructional designers aimed to utilize Explaining
Example?
· Is you given addition problem and you are asked to teach first
grade students, how you will use this strategy?
3. Select any lesson do you prefer and use Explaining Example
strategy. Make sure to select the lesson that needs explaining
example to be understood. Do not choose a clear topic which
does not need to providing example to be explained. Related
“Learning by example serves as solve a target problem by using
a base problem that you already know about” state by Mayer,
(2008, p. 329). Also, it “serves as the basis for figuring out how
to solve new problem” (Mayer, 2008, p. 329).
A related reference to this can be found in an Article written on
11th February, 2010 by Kenneth Koedinger and Vincent Aleven.
The two simply define it as “An effective meta-cognitive
strategy for learning and doing. They employ their
demonstrations on a computer based cognitive tutor.
Chapter Five: Graphic OrganizerIntroduction
There are some lesson that need to introduced by pictures to
illustrate the stages of something, the procedures of problem or

to show the result of something, it will be difficult and confuse
if it displays abstractly. Also, there are some learners who are
visuals, they prefer to learn by pictures. Sometimes
instructional designers and instructors need a method to deliver
such content in order and with using picture to facilitate the
lesson for students. Thus, Graphic Organizer is used by
designers to deliver the content in the way that they prefer in
facilitating the content and make it easy to retention.
Objectives
· Define the concept of graphic organizer
· Recognize when to select graphic organizer
· Explain why they are utilizing graphic organizer
· Identify how to use graphic organizer strategy
· Recognize the types of graphic organizer
· Design material by suing compare and contrast strategyWhat
Graphic organizer is
Graphic organizer is a visual communication tool which helps
the designer to use symbols to express and present the concepts
to relating them to the written one by using visual tools to
convey a meaning. It describes and demonstrates the relation
between fact, topic, concepts and fact. According to North
Central Regional Educational Laboratory (1988) “A graphic
organizer is an instructional tool used to illustrate a student or
class's prior knowledge about a topic or section of text.” It can
be define or expressed in the form of mapping out, organization
or arrangement of ideas visually. According to Jones 2012
“graphic organizers are basically visual ways to represent
information.” It is used to show the relationship between facts,
terms or even ideas within the task being learnt (Merrill 2007).
This is achieved by the provision of visual display of similar
and different attributes that can be used to launch a discussion
or even a future research. It has different types such as concept
maps, sequence graphics, scales, network tree, cycle,

problem/solution outline, chart, human interaction outline. This
strategy aims at providing visual aid in facilitating learning.
Constructivism theory of learning supports this strategy since it
is a construction of written knowledge through visual art;
therefore it employs the theory in its design procedures. Also, it
is based on cognitivist theory because it helps students to link
what they see with the information in their brine. According to
Willis (2014) “Graphic organizers coincide with the brain's
style of patterning. For memory capture to occur, there must
first be encoding (the initial processing of the information
entering from the senses).”
When to select and use it
Does what is introduced appear new and unknown to students?
The graphic organizer strategy is used in presenting new
information. Selection of this strategy use if there is no idea of
the vocabulary or information that has just been mentioned;
hence, the visual representation jerks seek the mind to
understanding. Also, it is advisable to select and use it on
learners who are observed to understand more visually than
orally. It is used if the lesson need to provides the structures to
demonstrate the relationships between its concepts.
The designer could use graphic organizer if the lesson carries
out a large amount of information that has a relevance to
another that will or has been previously taught. It is a good
selection if the designers wants to make connection between
ideas. Graphic organizer could be used in organizing problems
and solutions, taking notes, relationships between ideas, cause
and effect and relate the information to the main idea and
information sequencing. It is also useful in writing because it
help to organize the information and ideas.
It is used when the designer aimed to show the Series of
sequence Events, similarities and differences between two
things, problem with its several solution, and topic with its
several elements or main ideas and sub ideas.
This design can be used in early childhood education centers to
help them in mastering the worlds or letters, one major example

is the “A for apple”, alphabetical chart, and in middle class
category as for scientific illustration.
Why it should be selected
It should be selected because it facilitates learning and
instruction. it grapes students attention, increase their thinking
in learning. it organizes information, classify ideas and helps in
observing the relationships between ideas and concepts, Guide
students' thinking, increase students' reading comprehension
and break the lesson down into the main ideas. In fact, “Most
graphic organizers form a powerful visual picture of
information and allow the mind 'to see' undiscovered patterns
and relationships”(Saskatoon Public Schools, 2014).
Graphic organizers display the material in the way that motivate
and stimulate brain to build or establish a related and a
meaningful connection between new information and one that is
previously stored (Willis, 2014). Willis (2014) indicates that
“Graphic organizers are a creative alternative to rote
memorization because they enable students to make
connections, see patterns, access previously stored related
memories, and expand upon existing memory circuitry.” In
addition, it reinforces the brain to establish meaning by cluster
information, and link them together in a meaningful relationship
which provides a time to think about presented information
(Willis 2014). The result of the cluster and linking the
information in a meaningful relationship regarding Willis’
(2104) opinion is individual
can ultimately go beyond regurgitating rote memorization to the
higher cognitive process of using the information in significant
ways. The relational memories they store will be available for
critical thinking and other executive functions to use for
meaningful problem solving.
North Central Regional Educational Laboratory (1988)climes
that graphic organizer helps designer to clarify the prior
information about a topic. Thus, It enables instructional
designers to get clear idea about students' prior knowledge in
order to activate their prior knowledge since they are able to

visualize what they had earlier learnt.
The main effectiveness behind the use of this strategy are; to
provide visual aid to facilitate learning and instruction, to
provide students with a mental picture to see patterns of ideas
and relationships that have not been identified, to help students
in thinking and to encourage in the elaboration of concepts.
Also, that will help in memorizing a new information.
Designing lesson by using graphic organizer grapes students
attention and increase their thinking in learning. Visual objects
catch a lot of attention because of the shapes and colors used.
They will catch the students’ attention and captivate them into
learning more. They are also very easy to understand since all
the data has been analyzed and the conclusions clearly
visualized. For instance one is able to observe the relationship
between ideas and even break up a chapter into small main ideas
which will be easier to understand.
In short, “Most graphic organizers form a powerful visual
picture of information and allow the mind 'to see' undiscovered
patterns and relationships” (Saskatoon Public Schools, 2014).
How it is best utilized
There are a different kinds of graphic organizer and each one
has a different usage. For example Series of Events or “stage of
something” use in illustrating the several things that happened
in sequence, such as, transferring the water into steam. Turning
water into steam, or turning sea water into rain, or the stage of
solving problem. Another example is the stage of operating
printer machine. The first, at the top of graphic organizer place
“operating printer machine” as a main topic. The second,
connecting the wire with electricity as a first step. The third,
installing the inks inside the printer. Fourth, closing ink box
after installing the inks. The fifth, pressing the power button.
The last, put the printer on online status. (see Figure 2).

Topic
Operate printer machine
Procedure
Connect the wire with electricity
1
Install the inks inside the printer
2
close ink box after installing the inks
3
4
press the power button

5
put the printer on online status
6
It is ready for use
In the this type of graphic organizer the events or steps must be
in sequence and in order because it shows the step of doing
something or the sequence of event that happened in certain
period in sequence. Using this type of Graphic organizer
facilitate operating Printer machine by showing pictures along
with the text until reach to the desired outcome.
Network Tree is another type of graphic organizer which is used
in illustrating the main idea with its sub ideas such as smoking
leads to perdition as a main ideal, causes the disease, waste of
money and smelling as sub ideas.(see Figure 3). Before
designing the graphic organizer, you have to collect information
about the topic. To design this type of graphic organizer, central
the main topic then list any information that is related to the
topic. It does not necessary to be in order. This strategy leads to
brainstorm which enable the designers to think about the topic
and use their previous stored information and link it with the
new topic. Thus, they gather all information in one organizer
pattern to be easy to notice and recall.
Figer.3, Disadvantages of Cigarettes, Cause and Deceases by
Paki
Another example was designed by Marcia (2011) about the
“Energy”. She placed the main topic. Then she surrounded it
with all idea or information that has related to energy such as
light, electricity, sound and magnetism. She chose this
information based on her searching and reading about energy.

For that, it is significant to read about the topic that you want to
design it by using this strategy in order to choose the right type
of graphic organizer.
Figer.4, Energy by Marcia
It is best utilized by using efficient graphics organizer that have
a relation with information provided. It should not be as confuse
tool for presenting the information. Also, it is used to
demonstrate and display the information in sequence and
highlight the relationships between the ideas. Here an example
prepared by Willis (2012) about how to create graphic
organizer:
1. You will create a graphic organizer with evidence to support
the following generalization:
Sleeping 8 to 10 hours each night is good for middle school
students.
2. First, put the generalization in the center of the graphic
organizer page.
3. For each fact that you select to support the generalization,
include a visual symbol. It can be a picture you draw, a symbol,
or clip art.
4. Use at least three colors.
5. Include at least four supporting facts.
Graphic organizer help instructional designers for collecting
information about their topic in order to create a lesson.
Inspiration Software provide a good example about Graphic
Organizer for a Science Experiment under the topic “ Which
Fruits Have the Most Electricity?” (See figure 5).
(Inspiration Software, Example of a Graphic Organizer for a
Science Experiment)Assessment
1) Throughout reading this chapter answer the following
questions:
· What is graphic organizer? Mention three types of it?

· In which case the graphic organizer should be selected?
· why instructional designers aimed to utilize graphic
organizer?
· Before creating a lesson by using this strategy, as instructional
designer what you have to do? Identify how to use graphic
organizer strategy?
2) Design a lesson about “How to Install any Kind of Software
in Computer” clarify what is the type of graphic organizer you
will use? Illustrate what is the initiating event? What are the
stages, procedure or steps? What is the final outcome?
3) For designing a lesson about “Environmental pollutants”,
what is the type of graphic organizer you should to use? should
place the cusses in order sequence? After answering these
questions try to design an effective graphic organizer for this
topic.
Related research and references
Referring to Dr. Katherine McKnight, in the K-12 Teachers
Alliance, avocations for, “ use of Graphic organizer for
Effective Learning” and Jay McTighe, in his book, Graphic
organizer, giving the three ways that it can be used are good
sources that one can familiarize themselves with before
indulging in the designing process. Graphic organizer is
“helping students organize their thinking and writing process”.
Also, it helps teachers in “[illustrating] a student’s knowledge
about a topic or section of text showing areas for improvement”
(Inspiration Software, Inc., 2014).
There is also new research on the use of computer based
methods for presenting graphical organizer instructions. This
will be a great research as it focuses on digitalizing graphical
organizers which will be easier and more efficient to use.
Reference
Driscoll, M. P. (2005). Psychology of learning for instruction.
Princeton, N.J: Recording for the Blind & Dyslexic. 1-117.
Inspiration Software, Inc. (2014). Teaching and learning with
graphic organizers. Retrieved from
http://www.inspiration.com/visual-learning/graphic-organizers

Marzano, R. (2009, 9). The art and science of teaching / helping
students process information. Retrieved from
http://www.ascd.org/publications/educational-
leadership/oct09/vol67/num02/Helping-Students-Process-
Information.aspx
Mayer, R. E. (2008). Learning and instruction. Upper Saddle
River, N.J: Merrill.
PROFESSIONAL LEARNING BOARD. (2014). How can I use
chunking as an effective memory strategy in the classroom?.
Retrieved from
https://k12teacherstaffdevelopment.com/tlb/how-can-i-use-
chunking-as-an-effective-memory-strategy-in-the-classroom/
Saskatoon Public Schools. (2014). Instructional strategies
online . Retrieved from
http://olc.spsd.sk.ca/De/PD/instr/strats/compareconstrast/index.
html
Saskatoon Public Schools. (2014, 2 21). Instructional strategies
online . Retrieved from
http://olc.spsd.sk.ca/De/PD/instr/strats/graphicorganizers/index.
html
The peak performance center. (2010-2013). chucking strategy .
Retrieved from
http://thepeakperformancecenter.com/educational-
learning/thinking/chunking/chunking-as-a-learning-strategy/
Pappas, C. (2013, June 3). 3 Chunking Strategies That Every
Instructional Designer Should Know. 3 Chunking Strategies
That Every Instructional Designer Should Know. Retrieved ,
from http://elearningindustry.com/3-chunking-strategies-that-
every-instructional-designer-should-know
Instructional Strategy Online (2014, 4 17). compare & contrast.
Retrieved from
http://olc.spsd.sk.ca/De/PD/instr/strats/compareconstrast/index.
html
Jones, R. (2012, 8 26). Strategies for reading comprehension.
Retrieved from http://www.readingquest.org/strat/compare.html

Jones, R. (Designer). ( 2012, 8 26). Comparison-Contrast Charts
[Web Photo]. Retrieved from
http://www.readingquest.org/strat/compare.html
North Central Regional Educational Laboratory (1988).Graphic
organizers. Retrieved from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1gror
g.htm
Paki, M. (Photographer). (2013, 2 22). Disadvantages of
Cigarettes, Cause and Deceases [Web Photo]. Retrieved from
http://4.bp.blogspot.com/-
braJFj4RNqw/UShgfa5OzVI/AAAAAAAAAH4/XKAYX2vwFo
M/s1600/lungs(1).jpg
Marcia (Designer). (2011, 1 1). Energy Introduction [Web
Graphic]. Retrieved from http://learningideasgradesk-
8.blogspot.com/2011/01/energy-introduction.html
Inspiration Software. (Designer). (2014). Example of a Graphic
Organizer for a Science Experiment [Web Graphic]. Retrieved
from http://www.inspiration.com/visual-learning/graphic-
organizers
University of Rochester. (n.d.). Strategies for explaining how to
do something. Retrieved from
http://www.rochester.edu/college/gradstudies/esl/week2/Strategi
es for Explaining How to do Something.pdf
Chua (2009). providing rationale to uninteresting lesson.
Retrieved from http://merl.nie.edu.sg/documents/Educational
Tip 14.pdf
Instructional Strategies Online (214, 4 21). Explaining.
Retrieved from
http://olc.spsd.sk.ca/De/PD/instr/explaining.html
Cigarette
leads to perdition

Week Three Worksheet CJA354 Version 41University of Phoen.docx

Recommended

Recommended

More Related Content

Similar to Week Three Worksheet CJA354 Version 41University of Phoen.docx

Similar to Week Three Worksheet CJA354 Version 41University of Phoen.docx (20)

More from alanfhall8953

More from alanfhall8953 (20)

Recently uploaded

Recently uploaded (20)

Week Three Worksheet CJA354 Version 41University of Phoen.docx