The document discusses the key components of developing an instructional strategy, including selecting an appropriate delivery system, sequencing content, clustering content into lesson units, and planning the learning components. The five major learning components are pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. Within each component, the document provides details on important considerations and best practices.

2. 
 . Describe considerations in selecting an instructional delivery system. .
 Sequence and arrange content in lesson- level clusters. . Name the five
learning components of an instructional strategy and list the primary
considerations within each. .
 Plan the learning components of an instructional strategy, including pre-
instructional activities, content presentation and learning guidance, learner
participation, assessment, and follow- through activities, for a set of
objectives for a particular group of learners. .
 Specify learning components that are congruent with learners’ maturity
and ability levels and the type of learning outcome. .
 Select appropriate student groupings and media for the learning
components of an instructional strategy. .
 Consolidate media selections and confirm or select a delivery system.

3. 
 In any kind of formal educational experience, there is
usually a general methodol-ogy that is used for managing
and delivering the teaching and learning activities that we
call instruction. This general methodology is referred to
as the delivery system. Delivery systems and instructional
strategies are not synonymous. A delivery sys-tem is only
part of an overall instructional strategy, and novice
instructional designers must guard against being seduced
by flashy technologies and ending up ascribing far too
much weight to how instruction is packaged and
delivered at the expense of the careful planning of the
teaching– learning activities that should be included in
the instruction.
Selection of a Delivery
System

4. 
 • Traditional model— instructor with group of learners in classroom,
training cen-ter, or lab
 • Large- group lecture with small- group question and answer follow- up
 • Telecourse by broadcast, webcast, or two- way interactive
videoconference
 • Computer- based instruction
 • Can range from independent study to instructor- facilitated
 • Can range from textual drill and practice to fully interactive multimedia
 • Can include simulation, gaming, intelligent tutoring, and virtual reality
 • Internet or intranet web- based instruction
 • Can range from independent study to instructor- facilitated
 • Can range from textual drill and practice to fully interactive multimedia
 • Can range from a simple online syllabus to a comprehensive solution
organized within a learning portal that includes content, instruction,
interaction, and assessment
Examples

5. 
Content Sequencing and
Clustering

6. 
 Content Sequence
 Clustering Instruction

7. 
 The first step in developing an instructional strategy
is identifying a teaching sequence and manageable
groupings of content.
Content Sequence

8. 
 The most useful tool in determining the answer to
this question is your instructional analysis. You
would be-gin with the lower- level would begin with
the lower-level skills, that is, those just above the line
that separates the entry skills from the skills to be
taught and then progress up through the hierarchy.
At no point would you present information on a
particular hierarchical skill prior to having done so
for all related subordinate skills.
What sequence should you
follow in presenting
content to the learner?

9. 
 The next question in your instructional strategy
deals with the size of the cluster of material you will
provide in your instruction. At one extreme of the
continuum is the linear programmed- instruction
approach, which tends to break all the information
down into very small units and requires constant
responding by the learner.
Clustering Instruction

10. 
 1. The age level of your learners
 2. The complexity of the material
 3. The type of learning taking place
 4. Whether the activity can be varied, thereby focusing
attention on the task
 5. The amount of time required to include all the events
in the instructional strategy for each cluster of content
presented
following five factors when
determining the amount of
information to be
presented

11. 
 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.
Learning Components of
Instructional Strategies

12. 
 1. Gaining attention
 2. Informing learner of the objective
 3. Stimulating recall of prerequisite learning
 4. Presenting the stimulus material
 5. Providing learning guidance
 6. Eliciting the performance
 7. Providing feedback about performance correctness
 8. Assessing the performance 9. Enhancing retention and
transfer
external instructional
activities that support
internal men-tal processes
of learning:

13. 
 1. Pre-instructional activities
 2. Content presentation
 3. Learner participation
 4. Assessment
 5. Follow- through activities
five major learning
components

14. 
 Prior to beginning formal instruction, you should
con-sider three factors. These factors include
motivating the learners, informing them of what
they will learn, and stimulating recall of relevant
knowledge and skills that they already should know.
Pre-instructional activities

15. 
 The next step is to determine exactly what
information, concepts, rules, and principles need to
be presented to the learner. This is the basic
explanation of what the unit is all about. Content
presentation usually follows one of two general
patterns— deductive or inductive. In the deductive
pattern, a textbook, an instructor, or mediated
materials show the learner how to distinguish the
pieces of new learning and the structural
relationships among the pieces in order to put them
all together into a coherent whole.
Content presentation

16. 
 One of the most powerful components in the
learning process is that of practice with feedback.
You can enhance the learning process greatly by pro-
viding learners with activities that are directly
relevant to the objectives, giving learn-ers an
opportunity to practice what you want them to be
able to do.
Learner participation

17. 
 Four basic criterion- referenced tests were described
in Chapter 7: entry skills tests, pretests, practice tests,
and posttests. The general function of each was
described as well as how to develop them. At this
point you must decide exactly what your strategy as
a designer will be for assessing what learners have
accomplished. This strategy may differ significantly
from that which is eventually chosen by an instruc-
tor who uses your completed instruction.
Assessment

18. 
 The final learning component in the instructional
strategy, follow- through, is a review of the entire
strategy to determine whether learner memory and
transfer needs have been addressed. These questions
can be answered first by reviewing the performance
context analysis, which should describe the
conditions under which the learners will have to
perform the instructional goal.
Follow- Through
Activities

19. 
 The learning components of a complete in-structional strategy
are summarized below in their typical chronological sequence.
 A. Preinstructional activities
 1. Gain attention and motivate learners
 2. Describe objectives
 3. Describe and promote recall of prerequisite skills
 B. Content presentation
 1. Content
 2. Learning guidance
 C. Learner participation
 1. Practice
 2. Feedback
Summary of Learning
Components

20. 
 D. Assessment
 1. Entry skills test
 2. Pretest
 3. Posttest
 E. Follow- through activities
 1. Memory aids for retention
 2. Transfer considerations
continued