This document provides guidance on developing an instructional strategy, including selecting a delivery system, sequencing content, considering learners' maturity and abilities, and including key learning components. It discusses clustering instruction based on factors like age, complexity of material, and time. The five learning components of instructional strategies are identified as pre-instruction activities, content presentation, learner participation, assessment, and follow-through activities. The relationship between these components and motivational design is also addressed. Guidance is provided on grouping learners and selecting media based on the requirements of the content and learners. The document advocates a lifelong learning approach to continually developing effective instructional strategies.

1. Developing an
Instructional Strategy
Angel Jones

2. Background

3. Outcomes(s)
▪ I can select an instructional delivery stystem
▪ I can sequence and arrange content in lesson level clusters
▪ I can name the five learning components of instructional strategy
▪ I can specify learning components that are congruent with learners
maturity and ability levels
▪ I can select appropriate student grouping and media used an
instructional strategy
▪ I can consolidate media selection and select a delivery system

4. What is the Delivery System
A general methodology that is used for managing and delivery the
teaching and learning activities.
Examples of Delivery System
▪ Traditional teaching
▪ Large –group lecture
▪ Computer-based instruction
▪ Self-paced
▪ Correspondence
▪ Web-based instruction

5. Developing an Instructional Strategy

6. Content Sequencing
The instructional sequence for a
goal is sequenced form left to right.
The subordinate capabilities for any
of the major steps are taught prior
to going on the next major
component.
Goal Analysis indicated each step
that must be performed
Subordinate Skills Analysis indicates
the skills that must be acquired prior
to learning the goal

7. 5 Factors when Clustering Instruction
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, 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.

8. Learning Components of Instructional
Strategies
A. Pre-Instruction 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

9. Learning Components of Instructional
Strategies
C. Learner participation
1. Practice
2. Feedback
D. Assessment
1. Entry skills test
2.Pretest
3. Posttest
E. Follow-through activities
1. Memory aids for retention
2. Transfer consideration

10. Relationship between Each Major
Component of Instruction and ARCS

11. Learning Components for Learners of
Different Maturity and Ability Levels
All learners can manage their own intellectual processing, meaning
they have learned how to learn.
The learning components of an instructional strategy should be
planned selectively rather than being provided for all learners in all
instructional settings.

12. Kearsley’s Theory of Transactional
Distance

13. Learning Components for Various Learning
Outcomes
Intellectual Skills
Each of the five learning components should be considered.
Verbal Information
Each learning component in relation to verbal information goals and subordinate skills.
Motor Skills
Directions that the learner is to follow
Performance of each step
Attitudes
Feelings, behaviors, and cognitive understanding.

14. Learning Component for Constructivist
Strategies
▪ Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in a process of meaning and knowledge
construction as opposed to passively receiving information. Learners
are the makers of meaning and knowledge.

15. Cognitive ID Models and Constructivist
Practices

16. Planning for a Constructivist Learning
Environment
▪ Planning the Learning Environment
Describe here the designs and materials needed to launch the CLE
▪ Planning for Learner Engagement
Describe here the procedures and activities anticipated during engagement given the nature of
the learners, instructional goal and pedagogical model.
▪ Planning Learning Guidance
Describe here materials and activates anticipated for adaptive learning guidance during learner
engagement in the CLE
Planning Authentic Assessment
Describe here the materials and procedures anticipated for authentic assessment for the goal, the
learners, and the CLE.

17. Student Groupings
Ask yourself…Does the requirement for social interaction exist in the
performance and learning contexts, in the statements of learning
objectives, in the specific learning component being planned, or in
one’s foundational views of the teaching process?
Grouping can consist of individual, pairs, small group, or, large group.

18. Selection of Media and Delivery Systems
▪ Media are useful to the extent that they effectively carry required
learning components of an instructional strategy.
▪ The delivery system is usually determined early in the instructional
design process
▪ Media does not make a significant difference in how much students
learn

19. Media Selection for Certain Learner
Characteristics
▪ Media for learners with sensory, cognitive, or learning disabilities
must comply with requirement of the Americans with Disabilities Act
for accommodating disabilities.
▪ Target audience on nonreaders for whom audio and pictorial medial
will have obvious benefits

20. Summary as Change Agent, Reflective
Practitoner or Lifelong Learner
As a Lifelong Learner, I seek opportunities for professional growth
through developing an instructional strategy. As an educator I must
continue to find ways to foster learning. I am always looking for pre-
instructional activities, ways to present content, ideas to gain student
participation, and ways to achieve feedback from students.Technology
is a major component in education and I must continue to stay
knowledgeable in this field with the day to day change.

21. Thank You,
Angel Jones