CHAPTER 8 DEVELOPING AN INSTRUCTIONAL STRATEGY
•Download as PPTX, PDF•
1 like•21 views
This chapter discusses developing instructional strategies by selecting appropriate delivery systems and instructional methods. It covers selecting from delivery systems like lectures, distance learning, and self-paced materials. Instructional strategies discussed include giving information, participation, pre-tests, and testing. The chapter also addresses determining factors for instructional strategies like learners' abilities and grouping learners by age or skills. Constructivist strategies and their components are outlined as well as selecting appropriate media based on learning requirements and skills.
Report
Share
Report
Share
Recommended
Ap interview presentation
This document summarizes strategies to improve student performance at De Leon Middle School. It finds that math and science scores are lowest, with LEP and SpEd students scoring below average. Cohort data shows slight growth in reading and math objectives over three years. The strategies include assigning students to targeted intervention groups, increasing teacher data-driven instruction, and requiring parent initials on homework to boost involvement.
Designing Teaching: Gagne's Nine Events of Instruction
Designing Teaching: Gagne's Nine Events of Instruction
Check out:
Gange, R.M., 1961. "The Conditions of Learning"
Online Learning - Syllabus
The document outlines the basic information, goals, content, policies, and schedule of an online course. It details the instructor information, technologies used, textbook, and support resources. The goals are aligned to program standards and outcomes. Assessments include various projects, assignments, and exams. The content is organized into modules and lessons, and created by instructors. Policies govern submissions, disabilities, email, misconduct, and grading.
PA Library Association Poster Session: Not Just Another Assignment: Partnerin...
The nursing curriculum redesigned its information literacy instruction. At the 200 level, instruction was reduced from two sessions to one basic session. A new advanced session was added at the 300 level, including a graded assignment. At the 400 level, one advanced session remained. Feedback showed the 300 level assignment improved students' search strategies and ability to find relevant sources, with the average grade being 74%. Students received individual consultations from the librarian, an increase from previous years. Based on the success, future plans include adding reflection components and confirming assignment details earlier.
The Use of Behavioural Economics to Encourage First-Year Completion and Reten...
Behavioural economics focuses on how emotional, psychological, and social factors influence decision making, and can be applied to education. Specifically, using heuristics like rules of thumb and framing how concepts are presented can motivate students to study, participate, and complete assignments. This document describes a study where students were given flexible assignment deadlines but shown how many peers had completed each task. Assignments emphasized responsible teamwork and avoiding plagiarism. Feedback compared students to their peers on evaluation criteria. Early results suggest this approach may help improve first-year completion and retention.
Rti Fact Meeting 2 10
This document discusses Response to Intervention (RtI), a multi-tiered approach used to identify students who need academic or behavioral support. It utilizes universal screening, progress monitoring, and evidence-based interventions. There are three tiers - Tier 1 focuses on quality classroom instruction for all students. Tier 2 provides targeted interventions for students at risk of failure. Tier 3 involves intensive interventions, often including special education services, for students who need the most support. The goal is to meet the needs of all students through a highly integrated, data-driven system.
Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System. An empirical study in the domain of Psychology. Presented at TSSOL 2008, Salzburg, Austria
Therapeutics 4 redesign final
The document proposes redesigning the Therapeutics 4 course to incorporate more problem-based learning through case studies and group work. This aims to encourage higher-order thinking and better prepare students for clinical practice. Barriers like faculty resistance and increased workload are addressed. The redesign would introduce case-based activities gradually over the curriculum to support students. Room and technology requirements are outlined to facilitate group work and active learning.
Recommended
Ap interview presentation
This document summarizes strategies to improve student performance at De Leon Middle School. It finds that math and science scores are lowest, with LEP and SpEd students scoring below average. Cohort data shows slight growth in reading and math objectives over three years. The strategies include assigning students to targeted intervention groups, increasing teacher data-driven instruction, and requiring parent initials on homework to boost involvement.
Designing Teaching: Gagne's Nine Events of Instruction
Designing Teaching: Gagne's Nine Events of Instruction
Check out:
Gange, R.M., 1961. "The Conditions of Learning"
Online Learning - Syllabus
The document outlines the basic information, goals, content, policies, and schedule of an online course. It details the instructor information, technologies used, textbook, and support resources. The goals are aligned to program standards and outcomes. Assessments include various projects, assignments, and exams. The content is organized into modules and lessons, and created by instructors. Policies govern submissions, disabilities, email, misconduct, and grading.
PA Library Association Poster Session: Not Just Another Assignment: Partnerin...
The nursing curriculum redesigned its information literacy instruction. At the 200 level, instruction was reduced from two sessions to one basic session. A new advanced session was added at the 300 level, including a graded assignment. At the 400 level, one advanced session remained. Feedback showed the 300 level assignment improved students' search strategies and ability to find relevant sources, with the average grade being 74%. Students received individual consultations from the librarian, an increase from previous years. Based on the success, future plans include adding reflection components and confirming assignment details earlier.
The Use of Behavioural Economics to Encourage First-Year Completion and Reten...
Behavioural economics focuses on how emotional, psychological, and social factors influence decision making, and can be applied to education. Specifically, using heuristics like rules of thumb and framing how concepts are presented can motivate students to study, participate, and complete assignments. This document describes a study where students were given flexible assignment deadlines but shown how many peers had completed each task. Assignments emphasized responsible teamwork and avoiding plagiarism. Feedback compared students to their peers on evaluation criteria. Early results suggest this approach may help improve first-year completion and retention.
Rti Fact Meeting 2 10
This document discusses Response to Intervention (RtI), a multi-tiered approach used to identify students who need academic or behavioral support. It utilizes universal screening, progress monitoring, and evidence-based interventions. There are three tiers - Tier 1 focuses on quality classroom instruction for all students. Tier 2 provides targeted interventions for students at risk of failure. Tier 3 involves intensive interventions, often including special education services, for students who need the most support. The goal is to meet the needs of all students through a highly integrated, data-driven system.
Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System. An empirical study in the domain of Psychology. Presented at TSSOL 2008, Salzburg, Austria
Therapeutics 4 redesign final
The document proposes redesigning the Therapeutics 4 course to incorporate more problem-based learning through case studies and group work. This aims to encourage higher-order thinking and better prepare students for clinical practice. Barriers like faculty resistance and increased workload are addressed. The redesign would introduce case-based activities gradually over the curriculum to support students. Room and technology requirements are outlined to facilitate group work and active learning.
Tugasan4 penilaian kendiri
The document summarizes Chapter 3 of the textbook "Integrating Technology and Media into Instruction: The ASSURE Model". It discusses the ASSURE instructional design model, which consists of 6 steps - Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The first step of analyzing learners involves identifying learners, investigating their characteristics, analyzing entry competencies, and identifying suitable learning styles. Learning objectives are an important part of lesson planning as they indicate the learning outcomes and help teachers select appropriate instructional methods. Methods to elicit student participation when using technology/media include engaging activities like games and group work, providing feedback
Assured Model
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
Presentation1
The document outlines the typical structure of a web quest, which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students through completing the task by managing time, collecting data, and working in groups, resources like curated websites for students to use, an evaluation such as a written report or presentation, and a conclusion for student reflection.
sURVEY PILOT STUDY
This study examined Cypriot pre-service teachers' perceptions of using technology based on their teaching placement experience. 10 pre-service teachers were interviewed about their technology skills, confidence, and views on integrating technology into classrooms. While the teachers were experienced computer users personally, many did not feel confident using technology for teaching. All saw benefits to technology integration but felt more training and school resources were needed to effectively implement it. Government support for technology in education was seen as inadequate. The teachers expressed interest in attending seminars to strengthen technology skills and enhance technology-supported learning.
Class 4 adlt 670 instructional strategies
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
Phil Winne "Learning Analytics for Learning Science When N = me"
Phil Winne argues that traditional learning science offers limited support for individual learners due to its reliance on randomized controlled trials. However, learning analytics that leverage large datasets can better support learners by clustering data about similar individuals and providing personalized feedback and recommendations. Winne presents nStudy, an online tool that traces self-regulated learning behaviors to gather data and provide analytics to guide learners' monitoring, assembling, rehearsing, and generating of information.
Media of instruction 1st
The document discusses the use of instructional media in learning. It notes that media should be used with guiding principles about how learners will use the experiences contained in the media. Without a theoretical rationale, using specific materials may become mechanical. The document also discusses developing conceptual bases for choosing media and materials based on the relationship between media, learning, and instruction. Finally, it notes that learning effectiveness depends not just on the selected media but also how the learner uses the presented information.
Microlearning for the MSL
This document discusses microlearning for medical science liaisons (MSLs). It defines microlearning as bite-sized learning interactions less than 5 minutes that are intentionally scheduled over time. Microlearning is important because it allows for continuous, spaced learning events to increase engagement and retention. An example is shown of transforming a traditional journal club into microlearning activities. Best practices for microlearning include developing a comprehensive training plan, standardizing content creation for reuse, and using a flexible platform for storage and access. The overall message is that microlearning respects different learning styles and uses repetition and spacing to sustain knowledge over time.
Learning objectives and goals class session 3, 2017
This document summarizes a class session on objectives and goals for curriculum design in medical education. It discusses the relationship between goals, objectives, and other curriculum elements. It explains how to write learning goals and objectives using backward design and Bloom's Taxonomy. Goals are broad statements of intent, while objectives use action verbs to specify what learners will know or be able to do by a certain time. The document provides examples of goals and objectives and categories of objectives. It describes how goals, objectives, and instructional strategies should be in harmony and encourages participants to draft goals and objectives for their own curricular design projects.
Identifying adequate level of instruction without hindering deeper learning i...
Presentation for FIE 2010 Work in Progress: Identifying adequate level of instruction without hindering deeper learning in distance learning
Terry Handley - Assessing Pupils Progress in ICT
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Gagne Nine Events of Instruction
The document outlines Gagne's Nine Events of Instruction which are steps to ensure effective learning. The steps include gaining learner attention, informing learners of objectives, stimulating recall of prior learning, presenting new stimulus material in an organized way, providing learning guidance, eliciting performance, assessing performance, and providing feedback to allow students to transfer knowledge outside the classroom.
Criteria and considerations with determining a benchmark assessment
Things to consider when determining benchmark assessments in a school or district, as an essential element of a Collaborative Response Model. More information and resources can be found at http://jigsawlearning.ca.
Mat Dev 220092010 02
The document discusses different methods and purposes of evaluating educational materials. It describes evaluating materials through piloting, teacher opinions, and student views. Materials can be evaluated pre-use, in-use, or post-use. Evaluation is used to adopt new materials, compare materials, and gain insights to sensitize teachers. Guidelines for evaluation include matching materials to learner needs and level, reflecting how learners will use language, and facilitating learning in a structured way.
1)tenants of an effective assessment process
Programs should have clearly defined student learning outcomes focused on knowledge, skills, and competencies. Assessment measures should be independent from grades and evaluations, and use multiple methods including at least one direct measure of student learning. Analysis of longitudinal data should result in relevant findings to plan and enact improvements to the program.
Caps STEM Team Training Module Spring 17
This document outlines the training for the CAPS STEM tutoring team. It discusses the program's mission to create a collaborative learning environment and the tutors' role in facilitating student learning. Tutors will receive training on strategies like prompting, probing, and assigning tasks. They will practice mock tutoring sessions. The training structure includes pre-semester, in-semester, program-specific, location-specific, and discipline-specific sessions.
Essential Elements Rubric - Assessments
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Curriculum alignment and consistency
This document discusses curriculum alignment and consistency in education. It addresses building curriculum-based vocabularies and learning trajectories to improve alignment within and across subjects. Specific examples are provided of how the Dutch curriculum is structured around subject-transcending themes, subjects, cores, and sub-cores. Learning trajectories are proposed to map objectives and content across educational levels. Challenges and possibilities for tools that support consistency and relevance through repositories and improved search capabilities are also discussed.
تصميم عمليات تقويم المناهج
The document summarizes a workshop on designing curriculum evaluations. It provides templates and examples for developing evaluation plans with key components: evaluation questions, indicators of success, data sources, data collection methods, and data analysis strategies. Participants will use the templates to design an evaluation plan for assessing the implementation and impact of a reading program in their schools. The workshop covers qualitative and quantitative evaluation approaches to determine if program elements are being delivered as intended, whether teaching and student outcomes have improved, and the degree to which program goals are being met.
Developing an instructional strategy ch 8
This document outlines how to develop an effective instructional strategy. It discusses sequencing content, considering learners' abilities and grouping students. The nine events of instruction are described based on Gagne's conditions of learning, including gaining attention and providing feedback. Constructivism and designing constructive learning environments are also covered. The document concludes by discussing media selection and delivery systems to accomplish instructional goals and objectives.
Presentation3
This document discusses developing an effective instructional strategy. An instructional strategy describes the components of instructional materials and procedures to enable student mastery of learning outcomes. It considers delivery system selection, content sequencing, learning components, grouping students, choosing media, and addressing different learning outcomes and maturity levels. The learning components are based on Gagne's conditions of learning and include pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. When developing an instructional strategy, one must consider factors like students' needs, abilities to collaborate, and available media and technologies to create adaptable, lifelong learning.
Developing an instructional strategy
This document discusses how to identify instructional strategies for learners. It covers selecting delivery systems like instructor-led or online learning. Content should be logically sequenced and clustered in manageable portions based on learner age, complexity, time, etc. Instructional strategies have five learning components: preinstruction, content presentation, participation, assessment, follow-up. These components should be tailored to learner maturity, abilities, and different learning outcomes like skills or attitudes. Constructivist strategies use collaboration. Media and delivery systems must support the learning components and be available, flexible, durable and cost-effective. As technologies change, instructional designers must adapt strategies accordingly.
More Related Content
What's hot
Tugasan4 penilaian kendiri
The document summarizes Chapter 3 of the textbook "Integrating Technology and Media into Instruction: The ASSURE Model". It discusses the ASSURE instructional design model, which consists of 6 steps - Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The first step of analyzing learners involves identifying learners, investigating their characteristics, analyzing entry competencies, and identifying suitable learning styles. Learning objectives are an important part of lesson planning as they indicate the learning outcomes and help teachers select appropriate instructional methods. Methods to elicit student participation when using technology/media include engaging activities like games and group work, providing feedback
Assured Model
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
Presentation1
The document outlines the typical structure of a web quest, which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students through completing the task by managing time, collecting data, and working in groups, resources like curated websites for students to use, an evaluation such as a written report or presentation, and a conclusion for student reflection.
sURVEY PILOT STUDY
This study examined Cypriot pre-service teachers' perceptions of using technology based on their teaching placement experience. 10 pre-service teachers were interviewed about their technology skills, confidence, and views on integrating technology into classrooms. While the teachers were experienced computer users personally, many did not feel confident using technology for teaching. All saw benefits to technology integration but felt more training and school resources were needed to effectively implement it. Government support for technology in education was seen as inadequate. The teachers expressed interest in attending seminars to strengthen technology skills and enhance technology-supported learning.
Class 4 adlt 670 instructional strategies
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
Phil Winne "Learning Analytics for Learning Science When N = me"
Phil Winne argues that traditional learning science offers limited support for individual learners due to its reliance on randomized controlled trials. However, learning analytics that leverage large datasets can better support learners by clustering data about similar individuals and providing personalized feedback and recommendations. Winne presents nStudy, an online tool that traces self-regulated learning behaviors to gather data and provide analytics to guide learners' monitoring, assembling, rehearsing, and generating of information.
Media of instruction 1st
The document discusses the use of instructional media in learning. It notes that media should be used with guiding principles about how learners will use the experiences contained in the media. Without a theoretical rationale, using specific materials may become mechanical. The document also discusses developing conceptual bases for choosing media and materials based on the relationship between media, learning, and instruction. Finally, it notes that learning effectiveness depends not just on the selected media but also how the learner uses the presented information.
Microlearning for the MSL
This document discusses microlearning for medical science liaisons (MSLs). It defines microlearning as bite-sized learning interactions less than 5 minutes that are intentionally scheduled over time. Microlearning is important because it allows for continuous, spaced learning events to increase engagement and retention. An example is shown of transforming a traditional journal club into microlearning activities. Best practices for microlearning include developing a comprehensive training plan, standardizing content creation for reuse, and using a flexible platform for storage and access. The overall message is that microlearning respects different learning styles and uses repetition and spacing to sustain knowledge over time.
Learning objectives and goals class session 3, 2017
This document summarizes a class session on objectives and goals for curriculum design in medical education. It discusses the relationship between goals, objectives, and other curriculum elements. It explains how to write learning goals and objectives using backward design and Bloom's Taxonomy. Goals are broad statements of intent, while objectives use action verbs to specify what learners will know or be able to do by a certain time. The document provides examples of goals and objectives and categories of objectives. It describes how goals, objectives, and instructional strategies should be in harmony and encourages participants to draft goals and objectives for their own curricular design projects.
Identifying adequate level of instruction without hindering deeper learning i...
Presentation for FIE 2010 Work in Progress: Identifying adequate level of instruction without hindering deeper learning in distance learning
Terry Handley - Assessing Pupils Progress in ICT
Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.
This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.
Gagne Nine Events of Instruction
The document outlines Gagne's Nine Events of Instruction which are steps to ensure effective learning. The steps include gaining learner attention, informing learners of objectives, stimulating recall of prior learning, presenting new stimulus material in an organized way, providing learning guidance, eliciting performance, assessing performance, and providing feedback to allow students to transfer knowledge outside the classroom.
Criteria and considerations with determining a benchmark assessment
Things to consider when determining benchmark assessments in a school or district, as an essential element of a Collaborative Response Model. More information and resources can be found at http://jigsawlearning.ca.
Mat Dev 220092010 02
The document discusses different methods and purposes of evaluating educational materials. It describes evaluating materials through piloting, teacher opinions, and student views. Materials can be evaluated pre-use, in-use, or post-use. Evaluation is used to adopt new materials, compare materials, and gain insights to sensitize teachers. Guidelines for evaluation include matching materials to learner needs and level, reflecting how learners will use language, and facilitating learning in a structured way.
1)tenants of an effective assessment process
Programs should have clearly defined student learning outcomes focused on knowledge, skills, and competencies. Assessment measures should be independent from grades and evaluations, and use multiple methods including at least one direct measure of student learning. Analysis of longitudinal data should result in relevant findings to plan and enact improvements to the program.
Caps STEM Team Training Module Spring 17
This document outlines the training for the CAPS STEM tutoring team. It discusses the program's mission to create a collaborative learning environment and the tutors' role in facilitating student learning. Tutors will receive training on strategies like prompting, probing, and assigning tasks. They will practice mock tutoring sessions. The training structure includes pre-semester, in-semester, program-specific, location-specific, and discipline-specific sessions.
Essential Elements Rubric - Assessments
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Curriculum alignment and consistency
This document discusses curriculum alignment and consistency in education. It addresses building curriculum-based vocabularies and learning trajectories to improve alignment within and across subjects. Specific examples are provided of how the Dutch curriculum is structured around subject-transcending themes, subjects, cores, and sub-cores. Learning trajectories are proposed to map objectives and content across educational levels. Challenges and possibilities for tools that support consistency and relevance through repositories and improved search capabilities are also discussed.
تصميم عمليات تقويم المناهج
The document summarizes a workshop on designing curriculum evaluations. It provides templates and examples for developing evaluation plans with key components: evaluation questions, indicators of success, data sources, data collection methods, and data analysis strategies. Participants will use the templates to design an evaluation plan for assessing the implementation and impact of a reading program in their schools. The workshop covers qualitative and quantitative evaluation approaches to determine if program elements are being delivered as intended, whether teaching and student outcomes have improved, and the degree to which program goals are being met.
What's hot (19)
Phil Winne "Learning Analytics for Learning Science When N = me"
Phil Winne "Learning Analytics for Learning Science When N = me"
Learning objectives and goals class session 3, 2017
Learning objectives and goals class session 3, 2017
Identifying adequate level of instruction without hindering deeper learning i...
Identifying adequate level of instruction without hindering deeper learning i...
Criteria and considerations with determining a benchmark assessment
Criteria and considerations with determining a benchmark assessment
Similar to CHAPTER 8 DEVELOPING AN INSTRUCTIONAL STRATEGY
Developing an instructional strategy ch 8
This document outlines how to develop an effective instructional strategy. It discusses sequencing content, considering learners' abilities and grouping students. The nine events of instruction are described based on Gagne's conditions of learning, including gaining attention and providing feedback. Constructivism and designing constructive learning environments are also covered. The document concludes by discussing media selection and delivery systems to accomplish instructional goals and objectives.
Presentation3
This document discusses developing an effective instructional strategy. An instructional strategy describes the components of instructional materials and procedures to enable student mastery of learning outcomes. It considers delivery system selection, content sequencing, learning components, grouping students, choosing media, and addressing different learning outcomes and maturity levels. The learning components are based on Gagne's conditions of learning and include pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. When developing an instructional strategy, one must consider factors like students' needs, abilities to collaborate, and available media and technologies to create adaptable, lifelong learning.
Developing an instructional strategy
This document discusses how to identify instructional strategies for learners. It covers selecting delivery systems like instructor-led or online learning. Content should be logically sequenced and clustered in manageable portions based on learner age, complexity, time, etc. Instructional strategies have five learning components: preinstruction, content presentation, participation, assessment, follow-up. These components should be tailored to learner maturity, abilities, and different learning outcomes like skills or attitudes. Constructivist strategies use collaboration. Media and delivery systems must support the learning components and be available, flexible, durable and cost-effective. As technologies change, instructional designers must adapt strategies accordingly.
Developing an instructional strategy 1
This presentation discusses instructional strategy, which includes selecting an appropriate delivery system and sequencing content. The presenter will describe considerations for instructional delivery systems, sequencing content into lesson clusters, and the five components of instructional strategies: pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. Student groupings and media selection will also be addressed. The goal is to plan learning components that are suitable for learners and select a delivery system to effectively engage them.
Comprehension Strategies - Dr. Grant - GMU
This document discusses various comprehension strategies for teachers to use to support student understanding and independent thinking. It outlines strategies like activating prior knowledge, modeling thinking processes, using graphic organizers, asking questions, making predictions and inferences. Specific strategies covered in detail include K-W-L, anticipation guides, text previews, ReQuest, think-alouds, reciprocal teaching and question-answer relationships. The goal is to help students monitor their understanding and construct meaning from texts.
Angelita chapter 8
The summary is:
Instructional strategies help shape the learning environment and include modeling, problem solving, direct teaching, and social interaction. Effective strategies select delivery systems, sequence content logically, include various learning components for different outcomes and ability levels, and group students appropriately. Strategies also choose media and materials to present content and assess learning.
Training
The document discusses various aspects of preparing training sessions, including:
1) The overall structure and components of a training program, including needs assessment, course curriculum, delivery, and evaluation.
2) Models of learning, from unconscious incompetence to unconscious competence.
3) Factors to consider when planning training sessions, such as learning objectives, topics, prerequisites.
4) Different training methods like lectures, demonstrations, group activities, case studies, and role plays and when each is best used.
Developing an Instructional Strategy
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.
05 developing training materials
This document discusses the development and importance of training materials. It outlines the key parts of an effective training design, including establishing a rationale and objectives, determining appropriate content and methodology, identifying participants and duration/location details, and planning for responsibilities, financing, evaluation, and follow-up activities. Effective training materials facilitate learning, skill adoption, and knowledge transfer, contributing to program success.
05 developing training materials
This document discusses the development and importance of training materials. It explains that training materials facilitate learning and contribute to the success of training programs by allowing trainees to adopt new skills, knowledge, and technologies. It also lists some key benefits of training materials such as facilitating understanding, stimulating participation, and preventing monotony. The document then outlines the typical parts of a training design, including the rationale, objectives, course content, methodology, participants, duration and site, responsibilities, financing, evaluation, and follow-up.
501 assignment 6 slide share-2 wright-5
The document discusses developing an instructional strategy. It identifies several key components to consider: grouping participants; instructional strategies and learning components; participants' maturity and ability levels; content sequencing and clustering; and media delivery systems. It describes grouping participants and how that affects learning. It also outlines Robert Gagne's nine events of instruction and the ARCS motivation model. Finally, it stresses selecting delivery systems that emphasize specific events to achieve instructional goals.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Developing an instructional strategy8
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.
Developing Instructional Strategies
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Training Concept & Org UEF
1. This document outlines a training of trainers program that will train 10 trainers to deliver modules to cooperative and association representatives.
2. It discusses training methodology including cooperative learning and how to organize training courses. Key aspects covered include understanding learning styles, the trainer's role, evaluation, and tips for effective training.
3. The document provides guidance on preparing and managing successful training courses, including planning, selecting participants, training facilities, teaching materials, and trainers.
Facilitation skills course outline
This 3-day training course provides a unit standard for those who facilitate learning using various methodologies. The course will teach facilitation skills like different facilitation methods, organizing the learning environment, group dynamics, using learning resources, planning for learner needs and outcomes, and evaluating learning. Upon completion, participants will be able to facilitate learning coherently using appropriate techniques to promote interaction and practice of concepts.
Lecture cum demonstration method of teaching
The document discusses the lecture-cum-demonstration method of teaching, which combines the traditional lecture method with hands-on demonstrations. It notes that this hybrid method is simple, helps impart both concrete and abstract knowledge, and allows students to remain active participants through experimentation and questioning. The key steps are planning, introducing the lesson, presenting content, and summarizing principles on the blackboard. While this method provides more information efficiently, students may lack opportunities for practical application and it can be one-sided if the instructor sets too fast a pace. The teacher must possess both theoretical and practical expertise to effectively relate principles with demonstrations.
Apt 501 chapter 8
The document discusses the key components in developing an effective instructional strategy, including selecting a delivery system, sequencing content, choosing appropriate student groupings and media, and determining the learning components. It describes the typical learning components as pre-instructional activities to motivate learners, content presentation, learner participation through practice and feedback, assessments, and follow-through activities. Additionally, it notes the importance of considering learners' characteristics, abilities, and the types of learning outcomes when developing an instructional strategy.
Lecture and demonstration method
This presentation is about Lecture and demonstration method prepared for B.Ed. Students in a period of #covid19#lockdown.
Training techniques
This document discusses various training techniques that can be used to engage trainees and promote learning. It describes techniques such as lectures, demonstrations, small group activities, case studies, and role plays. It also covers principles of adult learning such as using a variety of senses, active participation, feedback, and repetition to enhance retention. The goal is to aim for a training approach that incorporates these varied techniques and learning principles.
Similar to CHAPTER 8 DEVELOPING AN INSTRUCTIONAL STRATEGY (20)
More from TruckBCH
Legal Issues In Applied Technology
This document discusses legal issues related to applied technology, covering topics such as contracts, intellectual property rights, e-commerce, technology law, and copyright. Intellectual property rights includes trademarks and their protection both tangible and intangible forms. Contracts should avoid bad practices. Technology law addresses privacy online and internet-related legislation. E-commerce encompasses both online commerce and online courses. Copyright law also applies to content online.
Courtney harris 502 module 13 pp
Courtney Harris provides contact information for a power point presentation. The document contains Courtney Harris' contact email of HA.CH804@GMAIL.COM and does not contain any other substantive information.
Courtney harris 502 module 12 pp
A distance learning leader is responsible for designing, managing, and envisioning the future of distance education. They must guide the organization and its people while addressing concerns about academics, technology, student access, politics, and their own learning. Effective management of distance education requires developing policies around student support, labor, fiscal issues, and ensuring student rights are protected. Leading and managing distance education involves juggling many stakeholders and ensuring clear communication and understanding within the organization.
Courtney harris 502 module 11 pp
Copyright law and the fair use policy allow students to create distance education curriculum while protecting original creative works. The document discusses copyright, the 5 rights of copyright holders, and exceptions for fair use, including using limited excerpts and images for educational purposes. Fair use policies aim to balance copyright protections with enabling certain uses of copyrighted materials for teaching.
Courtney harris 502 module 10 pp
This document discusses assessment for distance education. It defines assessment as the process of obtaining information about learner progress and achievement. There are two main types of assessment: formative assessments which are designed to motivate learners and help them understand their progress, and summative assessments which are used as end-of-course tests to provide an overall report. Examples of assessment types include matching, multiple choice, objective, true/false, and long answer questions. The document also discusses assignments and the role of tutors in distance education to promote reflective thinking and support isolated learners.
Courtney harris 502 module 9 pp
This document discusses internet-based distance education. It outlines how the internet allows educational material and distance learning to be delivered, allowing students to learn at their own pace and on their own schedule. It describes the tier structure of the internet and how tier 3 internet service providers are most important for distance education. It notes advantages like asynchronous learning from any location, but also limitations like emphasizing technology over content and difficulties adjusting to online models of instruction.
Courtney harris 502 module 8 pp
The document discusses various tools that can be used to enhance distance education, including printed materials, PowerPoint presentations, and interactive study guides. It describes how printed lessons can convey content and assess learning, and how two types of instructor-created print media can significantly improve the distance learning environment. Interactive study guides are outlined as being structured to lead students through concepts using handouts that improve note-taking efficiency. Design principles for such study guides include identifying objectives, key words, narratives, and creating outlines.
The Teacher and Distance Education
The powerpoint discusses distance education and instructional methods for online learning. It covers moving from passive to active learning, using technology as a tool for instruction, and providing student support through online resources and communication tools. Course management systems can offer web links, testing, discussions, announcements, grades, and a course calendar to facilitate distance instruction. The presentation addresses structuring online instruction, synchronous and asynchronous strategies, and some policy issues concerning distance education.
Instructional Design for Distance Education
This document discusses instructional design for distance education. It covers objectives like instructional design, distance education, and the instructional design planning process. Some key points include: instructional design involves organizing and planning teaching at a distance; distance education includes engaging learners and materials in the instructional environment; and the planning process addresses issues like understanding learner characteristics and essential content that must be covered given time constraints. The document emphasizes that instructional designers must consider the learning environment, available resources, and appropriate technology use when designing distance education courses.
Distance Education Technology
Distance education technologies can deliver instruction through asynchronous or synchronous learning. Asynchronous learning allows for flexible access to materials like voicemail and email, while synchronous learning requires students to be available at the same time for live classes online. Distance education technologies provide learning resources to students separated by distance or time, and can transmit video and audio in different categories defined by transmission speed, such as low-speed analog, medium-speed digital, or high-speed compressed video.
Research and distance education
Andragogy and the theory of independent study are two important theories for distance education. Andragogy focuses on creating a supportive learning environment that encourages active participation and information tailored to the learner's needs. The theory of independent study emphasizes the learner's responsibility for their own progress through convenient learning in their environment using individualized teaching and different mediums of communication between the teacher and learner. Research on online teaching and learning looks at course and learner characteristics, outcomes, and institutional factors as well as the importance of interaction, motivation, reducing anxiety, and defining instructional design for distance education.
Definitions, history, and theories of distance of education
Distance education is defined as institution-based education where the teacher and students are separated and interact through telecommunications technology. It has four key components: sharing data, voice and video; separation of teacher and students; being institutionally based; and using interactive telecommunications synchronously or asynchronously. Several theorists helped establish the foundations of distance education by focusing on industrializing teaching, learner autonomy, communication, and the diffusion of communication. Important early figures included Michael Moore, Otto Peters, Charles Wedemeyer, and Malcolm Knowles.
Foundation of Distance Technology
This document discusses the history and theories behind distance education. It examines cognitivism, social constructivism, and behaviorism as theoretical foundations. Distance education has become a mainstream form of education, seen as an exciting concept. Theories of independent study focus on the roles of communication, teachers, learners, and information delivery. Cognitivism views the learner as an information processor. Social constructivism emphasizes creative experiences and personal interpretations in learning groups. Behaviorism sees the learner as passive and responding to environmental stimuli through positive and negative reinforcement.
Distance Technology
Distance technology uses various forms of technology and media to enable learning and teaching across distances. It allows for communication between instructors and distance learners through applications that deliver audio, video, and graphical content. Distance learning connects groups of learners who are separated, allowing them to interact and access resources remotely. It relies on technologies like telecommunications and classroom technologies to link distance learners and promote successful distance education through different media types.
CHAPTER 12 DESIGNING AND CONDUCTING SUMMATIVE EVALUATION
This document discusses summative evaluation, which involves collecting outcome data to assess instructional materials and determine their effectiveness. It describes the two main phases of summative evaluation: the expert judgement phase and the field trial phase. The expert judgement phase involves design analysis, content analysis, current user analysis, utility/feasibility analysis, and congruence analysis to evaluate components of the instructional strategy. The field trial phase tests the materials in real environments and analyzes outcomes and management impacts. Summative evaluation aims to judge program effectiveness, while formative evaluation identifies strengths and weaknesses during development.
Courtney ADA power point
The ADA was created in 1990 to protect and help people with disabilities from discrimination. It bans discrimination in hiring, firing, and training of employees by state and local governments. The ADA protects those with disabilities as well as those associated with disabled individuals from harassment or unfair treatment. Employers cannot screen applicants for disabilities before making a job offer unless the questions relate directly to job performance. The ADA defines disability as a physical or mental impairment that limits major life activities. It is enforced by several government agencies created to investigate discrimination complaints.
Assistive Technology
Assistive technology includes equipment and devices that help people with disabilities and older adults use technology. It covers a wide range of categories including hearing impairments, physical impairments, speech impairments, and more. Assistive technologies range from low-tech to high-tech options and are used to support instructional practices and strategies for students with learning disabilities like ADHD, dyslexia, and dyscalculia. Examples include audio books, speech software, reading tapes, and graphics outlines.
More from TruckBCH (17)
Definitions, history, and theories of distance of education
Definitions, history, and theories of distance of education
CHAPTER 12 DESIGNING AND CONDUCTING SUMMATIVE EVALUATION
CHAPTER 12 DESIGNING AND CONDUCTING SUMMATIVE EVALUATION
Recently uploaded
Unit-III-ELECTROCHEMICAL STORAGE DEVICES.ppt
Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
Fuel Cells: Introduction- importance and classification of fuel cells - description, principle, components, applications of fuel cells: H2-O2 fuel cell, alkaline fuel cell, molten carbonate fuel cell and direct methanol fuel cells.
Recycled Concrete Aggregate in Construction Part II
Using recycled concrete aggregates (RCA) for pavements is crucial to achieving sustainability. Implementing RCA for new pavement can minimize carbon footprint, conserve natural resources, reduce harmful emissions, and lower life cycle costs. Compared to natural aggregate (NA), RCA pavement has fewer comprehensive studies and sustainability assessments.
学校原版美国波士顿大学毕业证学历学位证书原版一模一样
原版一模一样【微信：741003700 】【美国波士顿大学毕业证学历学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapte...
Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapte...University of Maribor
Slides from talk presenting:
Aleš Zamuda: Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapter and Networking.
Presentation at IcETRAN 2024 session:
"Inter-Society Networking Panel GRSS/MTT-S/CIS
Panel Session: Promoting Connection and Cooperation"
IEEE Slovenia GRSS
IEEE Serbia and Montenegro MTT-S
IEEE Slovenia CIS
11TH INTERNATIONAL CONFERENCE ON ELECTRICAL, ELECTRONIC AND COMPUTING ENGINEERING
3-6 June 2024, Niš, SerbiaCHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECT
The rivalry between prominent international actors for dominance over Central Asia's hydrocarbon
reserves and the ancient silk trade route, along with China's diplomatic endeavours in the area, has been
referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
The Python for beginners. This is an advance computer language.
Python language is very important language at this time. we can easily understand this language by these notes.
New techniques for characterising damage in rock slopes.pdf
rock mass characterization and New techniques for characterising damage in rock slopes
ISPM 15 Heat Treated Wood Stamps and why your shipping must have one
For International shipping and maritime laws all wood must contain the ISPM 15 Stamp. Here is how and why.
TIME DIVISION MULTIPLEXING TECHNIQUE FOR COMMUNICATION SYSTEM
Time Division Multiplexing (TDM) is a method of transmitting multiple signals over a single communication channel by dividing the signal into many segments, each having a very short duration of time. These time slots are then allocated to different data streams, allowing multiple signals to share the same transmission medium efficiently. TDM is widely used in telecommunications and data communication systems.
### How TDM Works
1. **Time Slots Allocation**: The core principle of TDM is to assign distinct time slots to each signal. During each time slot, the respective signal is transmitted, and then the process repeats cyclically. For example, if there are four signals to be transmitted, the TDM cycle will divide time into four slots, each assigned to one signal.
2. **Synchronization**: Synchronization is crucial in TDM systems to ensure that the signals are correctly aligned with their respective time slots. Both the transmitter and receiver must be synchronized to avoid any overlap or loss of data. This synchronization is typically maintained by a clock signal that ensures time slots are accurately aligned.
3. **Frame Structure**: TDM data is organized into frames, where each frame consists of a set of time slots. Each frame is repeated at regular intervals, ensuring continuous transmission of data streams. The frame structure helps in managing the data streams and maintaining the synchronization between the transmitter and receiver.
4. **Multiplexer and Demultiplexer**: At the transmitting end, a multiplexer combines multiple input signals into a single composite signal by assigning each signal to a specific time slot. At the receiving end, a demultiplexer separates the composite signal back into individual signals based on their respective time slots.
### Types of TDM
1. **Synchronous TDM**: In synchronous TDM, time slots are pre-assigned to each signal, regardless of whether the signal has data to transmit or not. This can lead to inefficiencies if some time slots remain empty due to the absence of data.
2. **Asynchronous TDM (or Statistical TDM)**: Asynchronous TDM addresses the inefficiencies of synchronous TDM by allocating time slots dynamically based on the presence of data. Time slots are assigned only when there is data to transmit, which optimizes the use of the communication channel.
### Applications of TDM
- **Telecommunications**: TDM is extensively used in telecommunication systems, such as in T1 and E1 lines, where multiple telephone calls are transmitted over a single line by assigning each call to a specific time slot.
- **Digital Audio and Video Broadcasting**: TDM is used in broadcasting systems to transmit multiple audio or video streams over a single channel, ensuring efficient use of bandwidth.
- **Computer Networks**: TDM is used in network protocols and systems to manage the transmission of data from multiple sources over a single network medium.
### Advantages of TDM
- **Efficient Use of Bandwidth**: TDM all
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
Traditionally, dealing with real-time data pipelines has involved significant overhead, even for straightforward tasks like data transformation or masking. However, in this talk, we’ll venture into the dynamic realm of WebAssembly (WASM) and discover how it can revolutionize the creation of stateless streaming pipelines within a Kafka (Redpanda) broker. These pipelines are adept at managing low-latency, high-data-volume scenarios.
Embedded machine learning-based road conditions and driving behavior monitoring
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
Literature Review Basics and Understanding Reference Management.pptx
Three-day training on academic research focuses on analytical tools at United Technical College, supported by the University Grant Commission, Nepal. 24-26 May 2024
22CYT12-Unit-V-E Waste and its Management.ppt
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
Computational Engineering IITH Presentation
This Presentation will give you a brief idea about what Computational Engineering at IIT Hyderabad has to offer.
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
Recycled Concrete Aggregate in Construction Part III
Using recycled concrete aggregates (RCA) for pavements is crucial to achieving sustainability. Implementing RCA for new pavement can minimize carbon footprint, conserve natural resources, reduce harmful emissions, and lower life cycle costs. Compared to natural aggregate (NA), RCA pavement has fewer comprehensive studies and sustainability assessments.
Recently uploaded (20)
Recycled Concrete Aggregate in Construction Part II
Recycled Concrete Aggregate in Construction Part II
Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapte...
Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapte...
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECT
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECT
The Python for beginners. This is an advance computer language.
The Python for beginners. This is an advance computer language.
New techniques for characterising damage in rock slopes.pdf
New techniques for characterising damage in rock slopes.pdf
ISPM 15 Heat Treated Wood Stamps and why your shipping must have one
ISPM 15 Heat Treated Wood Stamps and why your shipping must have one
TIME DIVISION MULTIPLEXING TECHNIQUE FOR COMMUNICATION SYSTEM
TIME DIVISION MULTIPLEXING TECHNIQUE FOR COMMUNICATION SYSTEM
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
Embedded machine learning-based road conditions and driving behavior monitoring
Embedded machine learning-based road conditions and driving behavior monitoring
Literature Review Basics and Understanding Reference Management.pptx
Literature Review Basics and Understanding Reference Management.pptx
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...
ML Based Model for NIDS MSc Updated Presentation.v2.pptx
ML Based Model for NIDS MSc Updated Presentation.v2.pptx
Recycled Concrete Aggregate in Construction Part III
Recycled Concrete Aggregate in Construction Part III
Engineering Drawings Lecture Detail Drawings 2014.pdf
Engineering Drawings Lecture Detail Drawings 2014.pdf
CHAPTER 8 DEVELOPING AN INSTRUCTIONAL STRATEGY
- 1. Chapter 8 Developing An Instructional Strategy POWERPOINT
- 2. Background This is showing many ways on how learners can know and learn the different types of instruction.
- 3. Objectives Media Systems Delivery Systems Selection of Delivery System Construction Strategies Instructional Strategies
- 4. SELECTION OF DELIVERY SYSTEM Telecourse Small group and large group lecture Distance Education Materials that are instructional by yourself General methodology use for learning activities
- 6. Content clustering and sequence Show all the teaching methods Identify each sequence Be satisfied with learning Teach your group of the activities that are given Time for all events
- 7. DELIVERY SYSTEM SELCTION EXPLAIN YOUR ACTIVITIES REVIEW THE ANALYSIS WITH YOUR GROUP ASSIGN TO THE MEDIA AND LESSON
- 8. LEARNING COMPONENTS OF INSTRUCTION AL STATEGIES MATERIALS THAT WILL HELP THE LEARNER GROUP OF MATERIALS INSTRUCTIONAL STRATEGY EXPLAINING THE COMPONENTS PARTICIPATION TEST
- 9. INSTRUCTIONA L STRATEGY Complex Relevant Reasoning Trainer Able to understand Some experience
- 10. Selection of media and delivery systems Attitude Learner lifestyle Replacing instruction Psychomotor and Intellectual Skills
- 11. STUDENT GROUPING LARGE GROUP SMALL GROUP LEARN TOGETHER TALK TO EACH OTHER EXPLAIN TO EACH OTHER
- 12. DETERMING FACTOR Learners Age Materials age Leaners ability Paying attention Timing
- 14. COMPONENTS FOR LEARNERS OF DIFFERENT ABILITY LEVELS AND MATURITY LEVELS Learners should learn their own way Learners should have their own strategies Learning alone
- 15. DEVELOPING AN INSTRUCTIONAL STRATEGY Learner should be motivated Cognitive Assumption Constructivist views Cognitive views
- 16. COMPONENTS FOR CONSTRUCTIVIST STATEGIES PRACTICES CONSTRUCTIONS COGNITIVE MODELS SOCIAL GROUPING SOCIAL PLANS
- 17. MEDIA SELECTION Instruction replacement Learning skills Requirements Learning skills and methods Task for objectives Learning domains
- 18. DELIVERY SYSTEMS Flexible materials Costing Durability
- 19. Summary As a lifelong learner I would be able to understand all the skills and knowledge that I will have to use while being in a group or doing my own study. It’s important to know what skills are using to know what you’re are going to learn in the future or even right now. I will understand what it is going to take to able to provide with every knowledge I will be learning.