The document outlines instructional design strategies focused on creating effective and efficient learning experiences. It discusses generative learning and various strategies for teaching facts, concepts, principles, procedures, interpersonal skills, and attitudes, emphasizing active learning and the importance of constructing meaningful relationships. The strategies are based on research and modified by the designer's experiences, incorporating techniques like recall, integration, and elaboration to enhance learner engagement and retention.

1. Designing the Instruction:
Strategies
Prepared by: Leesha Roberts
Source: Designing Effective Instruction by Morrison, Ross,
Kalman and Kemp

2. Why Instructional Strategies?
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The designer’s primary goal to design
effective and efficient instruction.
Prescriptions are used to ensure that
different types of content is efficiently
delivered.
The prescriptions used are based on
research, which you modify based on
your experiences.
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3. Designing An Instructional Strategy
Learning is an active process.
A well designed instructional strategy
prompts or motivates the learner to
actively make connections.
Researchers describe this type of
learning as generative learning.
The advantage of generative learning
are the learner’s deeper
understanding and longer retention of
what is learned.
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4. Foundations for the Prescriptions
Research also states that a learner
can process new information on a
continuum (i.e. in continuous series).
One of the intentions of Instructional
Strategy is to design instruction so
that the learner is motivated to
generate or construct these
meaningful relationships.

5. Generative Strategies
There are four generative strategies:
 RECALL: used for facts and lists for verbatim
recall. Specific instructional strategies that
facilitate recall include repetition, rehearsal
(e.g. mental practice), review and mnemonics.

6. Generative Strategies
 INTEGRATION STRATEGIES: used for
transforming information into a more easily
remembered form. Strategies that help the
learner transform new content include
paraphrasing, generating questions or
examples of new information.

7. Generative Strategies
 ORGANIZATIONAL: helps the learner identify
how new ideas relate to existing ideas.
Strategies that help with organization is
analyzing key ideas (i.e. categorizing,
identifying and interrelating ideas)
 ELABORATION: helps learners to add their
ideas to the new information. Strategies that
facilitate elaboration include the generating of
mental images, creating physical diagrams
and relating it to existing knowledge to new
information.

8. Prescriptions for Instructional Strategies
Recall Performance relies on rote
memorization of the content.
Application performance requires the
learner to apply the content to a new
situation or problem.
Application objectives for rules and
procedures requires the learner to
apply the rule or procedure to solve a
problem, explain an instance or
complete a task.

9. Prescriptions for teaching Facts
A fact is a statement of association
between two things.
Facts can only be recalled, they have
no specific application.
There are two types of facts:
 Concrete facts – those you can sense (e.g.
fire trucks are red)
 Abstract facts – these cannot be observed or
experienced. When teaching these facts you
should try to find concrete facts for the initial
presentation.

10. Applicable Generative Strategies for FACTS
Rehearsal
Practice
Elaboration
Development of Mnemonics

11. Prescriptions for teaching CONCEPTS
A Concept is a category used to group
similar ideas or things (e.g. jewelry)
to organize knowledge.
Strategies utilized are the same as
those used for teaching FACTS
Strategies for teaching strategies are:
 Fact: repetition
 Rehearsal
 Review
 Mnemonics

12. Prescriptions for teaching CONCEPTS
Application includes first presenting
the concept name, definition and best
example that illustrates the category
as well as non-examples.
For abstract concepts: Models are
often used to illustrate.

13. Examples of Concept Strategies

14. Prescriptions for teaching PRINCIPLES AND
RULES
A Principle or Rule is a statement that
expresses a relationship between
concepts.
Principle application includes both
explanation of the effect of the rule
and the prediction of consequences
based on the rule.

15. Prescriptions for teaching PRINCIPLES AND
RULES
Two general approaches to principle
and rule learning are:
 RULEG – Statement of a rule followed by
examples
 EGRUL – present several examples and ask
learner to generate a rule.

16. Example of Principle & Rule Strategies

17. Prescriptions for teaching PROCEDURES
A procedure is a sequence of steps
the learner performs to accomplish a
task.
Strategies:
 Recall - requires learners to list or describe
the steps of the procedures
 Application – requires the learner to
demonstrate the procedures
Generative Strategies:
 Development of a mental model and then
practice

18. Example of Procedure Strategies

19. Prescriptions for Teaching Interpersonal
Skills
Interpersonal skills deals with the
development of communication Skills.
Performance for Interpersonal Skills
is either:
 Recall OR Application with a primary
emphasis on application
The Strategy for designing instruction
for Interpersonal Objectives is based
on Bandura’s Social Learning Theory.

20. These are:
 Modeling
 Development of Verbal and Imaginable
Models of behaviour
 Mental Rehearsal
 Overt Practice

21. Examples of Interpersonal Skills
Strategies

22. Prescriptions for Teaching Attitudes
 An attitude consists of a belief and associated
behavior or response.
 The strategy for teaching (i.e., changing)
attitudes is similar to the strategy for
interpersonal objectives.

23.  Both are based on Bandura’s (1977) social
learning theory.
 The prescription for attitudes is to:
• model the behavior,
• develop the verbal and imaginal models,
• use mental rehearsal, and
• provide for both covert and overt rehearsal (see
Table 7-10).