Page 1 of 12 Assessment #6 MS in Educational Technology .docx

of 12
Assessment #6
MS in Educational Technology
CIMT, BCOE, Indiana State University
Assessment Rubric
SPA Report: Assessment #6. Additional assessment that
addresses AECT standards
1
For points calculation, please refer to Table 6.2. Calculation of
student performance to meet each standard. In this column, the
instructor will also
communicate with the student which area(s) of each standard
is/are the weak area(s) for the student to improve.
CIMT 689
MS in Ed Tech
Assessment AECT
Standard Elements
Criteria Points

5
Exemplary
4
Proficiency
3
Developing
2
Unsatisfactory
1
Not evident
1.1 Instructional
Systems Design
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
sufficient ability to

Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
instructional
systems design
Design
Score:
write appropriate
objectives for
specific content and
outcome levels

(1.1.1.a),
write appropriate
objectives for
outcome levels
(1.1.1.a),
write appropriate
objectives for
outcome levels
(1.1.1.a),
write appropriate
objectives for
outcome levels
(1.1.1.a),

/5
1
Score:
analyze
instructional tasks,
content, and context
(1.1.1.b),
analyze
(1.1.1.b),
analyze
(1.1.1.b),
analyze instructional
tasks, content, and
context (1.1.1.b),

Score:
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).

and categorize
objectives using an
appropriate schema
or taxonomy
(1.1.1.c).
1.2 Message Design Candidates
demonstrated
comprehensive
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to

No evidence of
understanding
message design
Page 2 of 12
Assessment #6
ability to
Score:
apply principles of
educational
psychology,
communications

theory, and visual
literacy to the
development of
instructional
messages specific
to the learning task
(1.2.b).
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of
instructional
messages specific
(1.2.b).

apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of
instructional
messages specific
(1.2.b).
apply principles of
educational
psychology,
communications
theory, and visual
literacy to the
development of

instructional
messages specific to
the learning task
(1.2.b).
1.3 Instructional
Strategies
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to

No evidence of
understanding
instructional
strategies
Score:
select instructional
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
strategies
appropriate for a

variety of learner
characteristics and
learning situations
(1.3.a),
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),
strategies
appropriate for a
variety of learner
characteristics and
learning situations
(1.3.a),

Score:
analyze their
selection of
instructional
strategies and/or
models as
influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),
analyze their
selection of
instructional

strategies and/or
models as
influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),
analyze their
selection of
instructional
strategies and/or
models as
influenced by the
learning situation,
nature of the
specific content,
and type of learner
objective (1.3.c),

analyze their
selection of
instructional
strategies and/or
models as
influenced by the
learning situation,
nature of the
specific content, and
type of learner
objective (1.3.c),
Page 3 of 12
Assessment #6

Score:
and select
motivational
strategies
appropriate for the
target learners, task,
and learning
situation (1.3.d).
and select
motivational
strategies
appropriate for the
and learning
situation (1.3.d).
and select
motivational
strategies
appropriate for the

and learning
situation (1.3.d).
and select
motivational
strategies
appropriate for the
and learning
situation (1.3.d).
1.4 Learner
Characteristics
Candidates
demonstrated
comprehensive
ability to
Candidates

demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
learner
characteristics
Score:
identify a broad
range of observed

and hypothetical
learner
characteristics for
their particular
area(s) of
preparation (1.4.a).
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular
area(s) of
identify a broad
range of observed
and hypothetical
learner
characteristics for

their particular
area(s) of
identify a broad
range of observed
and hypothetical
learner
characteristics for
their particular
area(s) of
Score:
describe and/or
document specific
learner

characteristics
which influence the
selection of
instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the
selection of
instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the

selection of
instructional
strategies (1.4.b).
describe and/or
document specific
learner
characteristics
which influence the
selection of
instructional
strategies (1.4.b).
and describe and/or
document specific
learner
characteristics
and describe and/or
document specific

learner
characteristics
and describe and/or
document specific
learner
characteristics
and describe and/or
document specific
learner
characteristics
Page 4 of 12
Assessment #6
Score:

which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).
which influence the
implementation of
instructional
strategies (1.4.c).

2.1 Print Technologies Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
print technologies
Development

Score:
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for
communicating
information (2.1.1),
develop
instructional and
professional
products using a
variety of
technological tools

to produce text for
communicating
develop
instructional and
professional
products using a
variety of
technological tools
to produce text for
communicating
develop
instructional and
professional
products using a
variety of
technological tools

to produce text for
communicating
/5
Score:
and produce
instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce
instructional and

professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce
instructional and
professional
products using
various aspects of
integrated
application
programs (2.1.4).
and produce
instructional and
professional
products using

various aspects of
integrated
application
programs (2.1.4).
2.2 Audiovisual
Technologies
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated

limited ability to
No evidence of
understanding
audiovisual
technologies
apply principles of
visual and media
literacy for the
development and
apply principles of
visual and media
literacy for the
development and
apply principles of
visual and media
literacy for the
development and

apply principles of
visual and media
literacy for the
development and
Page 5 of 12
Assessment #6
Score:
production of
instructional and
professional
materials and
products (2.2.1).

production of
instructional and
professional
materials and
products (2.2.1).
production of
instructional and
professional
materials and
products (2.2.1).
production of
instructional and
professional
materials and
products (2.2.1).
3.1 Media Utilization Candidates
demonstrated

comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
media utilization
Utilization

Score:
use educational
communications
and instructional
technology (ECIT)
resources in a
variety of learning
contexts (3.1.2).
use educational
communications
and instructional
technology (ECIT)
resources in a
variety of learning
contexts (3.1.2).
use educational
communications
and instructional
technology (ECIT)

resources in a
variety of learning
contexts (3.1.2).
use educational
communications and
instructional
technology (ECIT)
resources in a
variety of learning
contexts (3.1.2).
/5
3.2 Diffusion of
Innovations
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated

Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
diffusion of
innovation
Score:
identify strategies
for the diffusion,

adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of

innovations in
learning
communities
(3.2.1).
identify strategies
for the diffusion,
adoption, and
dissemination of
innovations in
learning
communities
(3.2.1).
3.3 Implementation and
Institutionalization
Candidates
demonstrated
comprehensive
ability to

Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
implementation
and
Page 6 of 12
Assessment #6
institutionalization

Score:
use appropriate
instructional
materials and
strategies in various
learning contexts
(3.3.1).
use appropriate
instructional
materials and
learning contexts
(3.3.1).
use appropriate

instructional
materials and
learning contexts
(3.3.1).
use appropriate
instructional
materials and
learning contexts
(3.3.1).
Score:
identify and apply
techniques for

integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply
techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
identify and apply

techniques for
integrating ECIT
innovations in
various learning
contexts (3.3.2).
Score:
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
and identify
strategies to
maintain use after
initial adoption

(3.3.3).
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
and identify
strategies to
maintain use after
initial adoption
(3.3.3).
3.4 Policies and
Regulations
Candidates
demonstrated
comprehensive
ability to
Candidates

demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
policies and
regulations
Score:
identify and apply
policies which
incorporate

professional ethics
within practice
(3.4.2).
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
identify and apply
policies which
incorporate
professional ethics
within practice
(3.4.2).
identify and apply

policies which
incorporate
professional ethics
within practice
(3.4.2).
and identify and
apply copyright and
fair use guidelines
within practice
(3.4.3).
and identify and
apply copyright and
fair use guidelines
within practice
(3.4.3).
and identify and
apply copyright and

fair use guidelines
within practice
(3.4.3).
and identify and
apply copyright and
fair use guidelines
within practice
(3.4.3).
Page 7 of 12
Assessment #6
Score:
4.2 Resource
Management
Candidates
demonstrated

comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
resource
management
Management
Score:
apply resource

management
techniques in
various learning
and training
contexts (4.2.1).
apply resource
management
techniques in
various learning
and training
contexts (4.2.1).
apply resource
management
techniques in
various learning
and training
contexts (4.2.1).
apply resource

management
techniques in
various learning and
training contexts
(4.2.1).
/5
4.3 Delivery System
Management
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to

Candidates
demonstrated
limited ability to
No evidence of
understanding
delivery system
management
Score:
apply delivery
system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery

system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery
system management
techniques in
various learning
and training
contexts (4.3.1).
apply delivery
system management
techniques in
training contexts
(4.3.1).
4.4 Information

Management
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
information
management

Score:
apply information
management
techniques in
various learning
and training
contexts (4.4.1).
apply information
management
techniques in
various learning
and training
contexts (4.4.1).
apply information
management

techniques in
various learning
and training
contexts (4.4.1).
apply information
management
techniques in
training contexts
(4.4.1).
5.1 Problem Analysis Candidates
demonstrated
Candidates
demonstrated
Candidates
demonstrated some
Candidates
demonstrated

No evidence of
understanding
Evaluation
Page 8 of 12
Assessment #6
comprehensive
ability to
sufficient ability to ability to limited ability to problem
analysis
Score:
identify and apply
problem analysis
skills in appropriate
educational

communications
and instructional
technology (ECIT)
contexts (5.1.1).
identify and apply
problem analysis
educational
communications
and instructional
technology (ECIT)
contexts (5.1.1).
identify and apply
problem analysis
educational
communications
and instructional
technology (ECIT)

contexts (5.1.1).
identify and apply
problem analysis
educational
communications and
instructional
technology (ECIT)
contexts (5.1.1).
/5
5.2 Criterion-
Referenced
Measurement
Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated

Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
criterion-
referenced
measurement
Score:
develop and apply
criterion-referenced
measures in a

variety of ECIT
contexts (5.2.1).
develop and apply
measures in a
variety of ECIT
contexts (5.2.1).
develop and apply
measures in a
variety of ECIT
contexts (5.2.1).
develop and apply
measures in a
variety of ECIT
contexts (5.2.1).
5.3 Formative and
summative Evaluation

Candidates
demonstrated
comprehensive
ability to
Candidates
demonstrated
Candidates
demonstrated some
ability to
Candidates
demonstrated
limited ability to
No evidence of
understanding
formative and
summative
evaluation

develop and apply
formative and
summative
evaluation
strategies in a
variety of ECIT
develop and apply
formative and
summative
evaluation
strategies in a
variety of ECIT
develop and apply
formative and
summative
evaluation
strategies in a

variety of ECIT
develop and apply
formative and
summative
evaluation strategies
in a variety of ECIT
contexts (5.3.1).
Page 9 of 12
Assessment #6
Project Description:
The assessment is a final project of CIMT 689. This project
requires students to design and develop a training manual on
instructional
strategies (as the learning content area) to instructional
designers (as target learners) following the procedure of one of
the ID models
and integrating learning/instructional theories into practice.

Like for the instructional design projects in other classes, the
following
major elements are emphasized about instruction of any type
and using any media: An instructional/learning goal, learning
objectives,
instructional strategies, activities and practices, feedback, and
the assessment. The design also needs to include diversity
concerns and
the APA style is required for citing references. Not like in other
courses where students choose a topic and the target learners for
the
project, this project requires students to focus on the content
area of instructional strategies and the target audience of
professionals in
the field. CIMT 689 is a course at a more advanced level than
CIMT 620, 630, 640; the requirements are not at the
fundamental level
and the scope of the instruction is not small. This learning task
requires students more critical thinking skills.
The focus of this project is designed on how to identify, select,
and use instructional strategies in various instructional/learning
situations. The requirements include developing at least five
chapters, each chapter discussing one instructional
strategy/approach.
Within each chapter, students need to include the following
contents, each under an individual subheading:

cted (research on effectiveness of the
strategy),
2
The instructor will provide overall comments on the student’s
strength and weakness of the project and advise the student how
to improve to make progress.
3
Total points that the student gets of Design + Development+
Utilization + Management + Evaluation; Total possible is 25
points.
Score:
contexts (5.3.1). contexts (5.3.1). contexts (5.3.1).
Overall Comments
2
:

Total Points
3
Page 10 of 12
Assessment #6
There are eleven reading reflections including online critiques
and debates, a term paper including online critiques and
debates, and
this final project including online critiques and debates as
course requirements for CIMT 689. This project meets all the
eight learning
objectives for the course. This project alone not including
online discussions is assigned 100 points from a grand total of
400 points.
The project meets AECT Standards 1-5.
Students’ projects are graded using the rubric and the points are
transferred using the formula in Table 6.3.
Table 6.1 Standards to meet:
AECT Standards for

MS in Ed Tech
Performances related to the Standards
Standard 1 Design 1.1.1,a, 1.1.1.b, 1.1.1.c, 1.2.b, 1.3.a, 1.3.c,
1.3.d, 1.4.a, 1.4.b, 1.4.c
Standard 2 Development 2.1.1, 2.1.4, 2.2.1
Standard 3 Utilization 3.1.2, 3.2.1, 3.3.1, 3.3.2, 3.3.3, 3.4.2,
3.4.3
Standard 4 Management 4.2.1, 4.3.1, 4.4.1
Standard 5 Evaluation 5.1.1, 5.2.1, 5.3.1
Table 6.2 Calculation of student performance to meet each
standard:
AECT Standards for
MS in Ed Tech
Calculation of Score Obtained for Each Standard An Example
(assume this student gets all 5s)
Standard 1 Design Design Score = sum of (1.1.1,a + 1.1.1.b +
1.1.1.c +
1.2.b + 1.3.a + 1.3.c + 1.3.d + 1.4.a + 1.4.b + 1.4.c)/10
Design Score = (5+5+5+5+5+5+5+5+5+5)/10
= 5

Standard 2 Development Development Score = sum of (2.1.1 +
2.1.4 + 2.2.1)/3 Development Score = (5+5+5)/3 = 5
Standard 3 Utilization Utilization Score = sum of (3.1.2 + 3.2.1
+ 3.3.1 + 3.3.2
+ 3.3.3 + 3.4.2 + 3.4.3)/7
Utilization Score = (5+5+5+5+5+5+5)/7 = 5
Standard 4 Management Management Score = sum of (4.2.1 +
4.3.1 + 4.4.1)/3 Management Score = (5+5+5)/3 = 5
Standard 5 Evaluation Evaluation Score = sum of (5.1.1 + 5.2.1
+ 5.3.1)/3 Evaluation Score = (5+5+5)/3 = 5
Page 11 of 12
Assessment #6
Table 6.3 Calculation of points (the table cannot include all. For
those that are not included in this table, calculate using the
transfer
calculation formula. For example, if a student has received 22.5
using the rubric, his score for the project for the course is 100 *
(22.5/25) = 90)

Points transfer formula:
Points a student receives for the project = 40 * (student’s points
on the rubric/25 (total possible))
Points received based on the Rubric Transfer calculation
Transferred points for the project
25 100 * (25/25) 100
24 100 * (24/25) 96
23 100 * (23/25) 92
22 100 * (22/25) 88
21 100 * (21/25) 84
20 100 * (20/25) 80
19 100 * (19/25) 76
18 100 * (18/25) 72
17 100 * (17/25) 68
16 100 * (16/25) 64
15 100 * (15/25) 60
14 100 * (14/25) 56
13 100 * (13/25) 52
12 100 * (12/25) 48

11 100 * (11/25) 44
10 100 * (10/25) 40
9 100 * (9/25) 36
8 100 * (8/25) 32
7 100 * (7/25) 28
6 100 * (6/25) 24
5 100 * (5/25) 20
4 100 * (4/25) 16
3 100 * (3/25) 12
2 100 * (2/25) 8
Page 12 of 12
Assessment #6
1 100 * (1/25) 4
0 100 * (0/25) 0
Running Head: TRAINING MANUAL

1
TRAINING MANUAL
2
Training Manual for Instructional Designers
Comment (1)
In general, your chapters lack details. This is a training
manual. It requires much more work and details for each
chapter. The APA format is not quite correct in your writing.
Please use an APA manual to double check your citation and
references. There are writing problems with your manual. Please
go to the writing center for help with your writing before
submission. Please STUDY the rubric I provide and make sure
to meet all the criteria on the rubric.
Table of Contents
1.0
Introduction…………………………………………………………
…………………………4
2.0
Objectives……………………………………………………………

………………………..4
3.0
Mnemonics……………………………………………………………
……………………….5
3.1 Objectives of Mnemonics
…………………………………………………………….5
3.2 Appropriate Time of Using Mnemonics
……………………………………………...6
3.3 Why Mnemonics
……………………………………………………………………...6
3.4 Execution of Mnemonics
…………………………………………………..................6
3.5
Assessment……………………………………………………………
……………….7
4.0 Graphic
Organizer……………………………………………………………
…………….....8
4.1 Objectives of Graphic Organizers
……………………………………………………8
4.2 Appropriate Time of Using Graphic Organizers
……………………………………..8
4.3 Why Graphic Organizers
…………………………………………………………….9
4.4 Execution of Graphic Organizers
………………………………………………........9
4.5
Assessment……………………………………………………………
……………..10
5.0
Analogies……………………………………………………………
………….....................11
5.1 Objectives of Analogies
……………………………………………………………..11
5.2 Appropriate Time of Using Analogies
…………………………………....................11

5.3 Why Analogies
………………………………………………………………………12
5.4 Execution of Analogies
……………………………………………………………...12
5.5
Assessment……………………………………………………………
……………...13
6.0
Signaling………………………………………………………………
…………………….14
6.1 Objectives of Signaling
……………………………………………………………..14
6.2 Appropriate Time of Signaling
……………………………………………………...14
6.3 Why Signaling
………………………………………………………………………15
6.4 Execution of Signaling
………………………………………………………………15
6.5
Assessment……………………………………………………………
……………...16
7.0 Explaining
Example………………………………………………………………
………….17
7.1 objectives of Explaining
Example…………………………………………………...17
7.2 Appropriate Time of Using Explaining Example
…………………………………...18
7.3 Why Explaining Example
…………………………………………………………..18
7.4 Execution of Explaining
Example…………………………………………………..19
7.5
Assessment……………………………………………………………
……………...20
References……………………………………………………………

…………………………..21
1.0 Introduction
Instructional strategies dictate the best approach an instructor
may choose so as to realize the learning objectives.Research
indicates that teacher amalgamation of the various literacy-
related instructional strategies eases student learning. Various
instructional strategies which aid learning will be featured
within this training manual. It should be noted that the
instructional strategies offered within this training manual are
not exhaustive but are simply representative of the countless
effective strategies which instructors may opt to use. Variety is
fundamental. It has been established that the best instructional
strategies have the potential of motivating learners, as well as,
assisting them focus attention (Manitoba, 2007). Moreover, such
strategies facilitate the organizing of information for not only
comprehension purposes but also for remembrance. Besides, it
is only through the instructional strategies that learning can be
monitored, as well as, assessed. Effective instructional
strategies can be utilized across various grade levels along with
subject areas and are in the position of accommodating a wide
range of learner differences. The instructional strategies which
will be covered within this training manual are Mnemonics,
graphic organizer, analogies, signaling and explaining example.
2.0 The Objectives of the Training Manual
The principal objective of the training manual is to outline
various (actually five) learning strategies which instructors can
put into use so as to assist students to:
· Exploit the opportunity of transferring skills along with ideas
from a certain scenario to another.
· Have the opportunity to become independent and demonstrate
what they know.

· Get encouraged undertaking individual monitoring and
correcting them.
· Acquire tools for not only reflecting on but also assess own
learning (Slavin, 1991).
3.0 Mnemonics Comment by Windows User: All the contents are
lacking of details. You need to do more research and provide
much more information for each chapter.
Mnemonics strategies are entrenched in the learning strategies’
cognitive sphere. This learning form involves encoding of
mnemonics information. . This is carried out systematically via
addition of budding information into already existing content.
The new information is meant to introduce useful text, as well
as, context which append value to the old content within the
memory. Mayer (2008) proposes that this addition may be
realized in three diverse approaches. These are organization,
double coding along with association. Information within twin
coding is put in place within the memory in twofold
arrangement which provide multiple accesses. The organization
enables arrangement of information as a single collection while
association engenders relations between information.
3.1 Objectives of Mnemonics Comment by Windows User:
Please revisit what you have taught in the course You need to
write learning objectives for your target learners. What do you
expect them to learn after they read your instruction?
· To satisfy the curiosity of learners on a particular topic.
· To at least make better the comprehension of a certain topic.
· To increase the student’s knowledge.
· To improve memo ability
3.2 Appropriate time of using Mnemonics
Mnemonics are best utilized where students are learning
substance which may not be directly related to the content
which is within their memory. For instance, learners may come
across novel information which can include adopted words
within the novel dictionary version, foreign language, and fresh
subjects, in addition to upcoming concepts are all capable of
being encoded by utilizing mnemonics. The strategy involves

the dynamic utilization of cognitive relations capability between
information. The strategy operates relatively well with other
strategies like chunking due to the fact that the strategy sums on
the present sets allocated within the long-term memory, as well
as, ensuring the learner can recall them easily given that they
are simply added within the short along with long-term memory.
3.3 Why Mnemonics
Experiments done on college students on the suitability of
mnemonics have reveled that these strategies improve the rate
of absorbing information (Laing, 2010). In spite of the various
positive aspects, mnemonics as a strategy is probably not quite
pertinent in retention of information within the long-term frame
(Wang & Thomas, 1996). On top of this, the utilization of
mnemonics in the representation of symbols within mathematics
(for instance the use of letters within algebraic equations) will
most likely hamper student’s comprehension (Wolgmuth, Cobb,
& Alwell, 2008).
3.4 Execution of Mnemonics
The strategy proposes that learners have to be motivated to
formulate custom made mnemonics which easily relate with the
connotation they associate to such for easy remembrance by
assigning relevant meaning. Mnemonics offered within
syllabuses are similarly equally valuable and learners can
utilize both sources so as to make better their learning. The
aforementioned approach makes certain that learners enjoy the
freedom of coming up with the method which relatively suits
them best. Discroll, as well as, Mayer advocate for the
utilization of the diverse custom made in addition to the
syllabus provided mnemonics so as to make better the learning
process (Driscoll, 2005; Mayer, 2008). In order to achieve
better results by utilizing this strategy, it is of great essence to
support it with the other strategies.
3.5 AssessmentComment by Windows User: Again, revisit what
you have been taught in the course about how to design
assessments. You will get zero if you do not understand and

rewrite the assessment. You need to DESIGN assessments for
your target learners.
By giving the learners assignments
Instructors are allowed to give the learners assignments which
cover the specific whole topic. This is considered to make the
learners to carry out comprehensive research more from diverse
sources. On top of that, these assignments are also meant to
greatly assist the learners in remembering some of the
information which they had learned previously.
4.0 Graphic Organizing
Graphic organizers are also termed as the cognitive organizers
or key visuals. These are simply formats utilized in organizing
information together with ideas either graphically or visually.
Similar to the cooperative learning groups which make learner
thinking discernible, graphic organizers make leaner thinking
visible. Learners can make use of graphic organizers to come up
with ideas, record or reorganize information, as well as see
relationships. The graphic organizers demonstrate both what the
learners are thinking along with their thoughts while they were
going through the learning tasks. Graphic organizers comprise
of items such as idea builders, Venn diagrams, P-M-I charts,
mind maps, T-charts along with K-W-L charts (Boon et al,
2006).
4.1Objectives of Graphic organizers
The basic objective of the graphic organizers is to offer
visual aid so as to ease learning along with instruction.
Majority of the graphic organizers establish a vibrant visual
information picture and enable the mind to view not only
undiscovered patterns but also relationships. As at present,
graphic organizers are being used to assist learners in
understanding concepts within the fields of sciences, language
arts, social studies, as well as, mathematics.
4.2 Appropriate time of using graphic organizers
Graphic organizers can be utilized in different times

during early childhood adaptations, elementary adaptations, as
well as, middle years’ adaptations. In the course of the early
childhood adaptations, they can be used to teach kids about
animals and assist them in the classification of animals. Within
this stage they can also be used to give explanations about
connections of characters within a story and developing
language skills. Within the elementary adaptations, graphic
organizers assist learners to remember and comprehend certain
parts of a story. They are also used in memorizing various
regions within a map. Within the middle years adaptations, the
graphic organizers are used to illustrate science concepts, for
instance, how and when diverse types of clouds are forms. In
addition, they are used in comprehending history concepts, for
instance the main issues which lead to the emergence of civil
war.
4.3 Why graphic organizers
It is of great essence to make use of graphic organizers
because they give learners the chance to apply what they are
learning. In addition, they give instructors information
concerning what learners are thinking. Moreover, carefully
designed graphic organizers make better the learners’ reasoning,
as well as, problem solving prowess. Research has also
established that learners who are introduced to this strategy
perform better than those who have not been introduced to it
(Boon et al, 2006).
4.4 Execution of graphic organizers
To teach learners how to utilize graphic organizers, the
instructor should not only plan but also introduce all lessons
through the use of graphic organizers. It is also necessary to
make illustrations of new organizers and offer a detailed
explanation of their purpose along with form. The materials
used to model the manner in which the organizers will be used
are supposed to be easy or familiar. Moreover, the organizers
have to be modeled on the board, chart paper or overhead,
utilizing the “think-aloud” format. After modeling on the board,
it is the time to give the learners the opportunity to practice

utilizing the said format with familiar material. It is necessary
to coach the learners at various points within the process. The
final products should be shared then a discussion made on what
function and what failed. In addition, give learners the chance
to revise information and allow them more time to practice
utilizing graphic organizers. It is also important to utilize
graphic organizers with a diverse range of topics, as well as,
issues. Lastly, the instructor is expected to motivate learners to
evaluate the type of organizers which work best within certain
learning situations.
4.5 Assessment
The evaluation procedure of graphic organizers greatly
depends on the type of graphic organizer being assessed. A
generic learner evaluation rubric and instructor-made graphic
organizers may turn out as a valuable tool of establishing the
efficacy of a certain type of graphic organizer. In the event that
an instructor wishes to evaluate the impact that utilizing a
certain graphic organizer had in learners reaching a set learning
goal, then other kinds of assessment tools along with techniques
will be required (Boon et al, 2006).
5.0 Analogies
In the classroom setting, the use of the analogy method
basically refers to the teaching of new topics by linking them to
familiar information. In other words, it is defined as the making
of similarities between two items which are otherwise unalike.
In that regard, an instructor makes use of familiar things to
offer an explanation about a certain phenomena. For instance, in
the process of making students understand how the white blood
cells function in the body system, the instructor can portray
them as the soldiers within the defense system. In that regard,
the instructor will have utilized the soldiers’ analogy (which is
already known information by the learners) to assist introduce
the white blood cells concept (which is new information to the
learners).
5.1 Objectives Analogies

Analogies are designed in such a way that it can assist students
in:
· Getting the concept of the new topics being introduced to
them.
· Increase the students’ retention along with retrieval of
information.
· Making better, as well as, strengthening the learning process.
· Assist the learners in assimilating the new information.
· Offer a structural framework of learning a new schema.
5.2 Appropriate time of using Analogies
Analogies are put into use in situations whereby the
instructors need to make unfamiliar concepts appear familiar. It
is mostly used when introducing new topics which can be
related to other well known topics in a simple context. The
strategy is also used by instructors while attempting to
superimpose either traits or simply similarities of a topic which
is familiar to the learners to another which is unknown to them.
It has also been established that this strategy can be utilized in a
wide variety of settings. Therefore it can be even used in virtual
learning on top of the classroom setting.
5.3 Why Analogies
Analogies are considered to be a valuable learning strategy
because it stimulates critical thinking. In addition, it assists the
learners to understand better the new concepts being introduced
to them. It is also considered to be one of the most active
learning strategies which instructors can make use of to make
learning lively. Besides, analogies facilitate the learning of
concepts which are classified as complex. Moreover, it is
advantageous to the instructors because it does not need great
preparations.
5.4 Execution ofanalogies
It is of great essence to note that there are various ways
through which this learning strategy can be applied. The
important variables which are put into consideration when
implementing this teaching strategy are the learners’ level along
with the time to be spent on the specific task. Some sources

suggest that it is important to draw the analogies from the daily
life experiences so as to avid confusing the learners. In the
event that the activity being covered is of high level, the
learners are allowed to make use of any relevant literature in
drawing comparisons. In spite of the method utilized, there are
three distinct steps which ought to be followed in implementing
the learning strategy. These are the first phase which is termed
as the substantive input, the second one which is the analogy
then the third and last step which is concept summarization.
In the substantive input phase, the instructor is required to
frame the study content in a conceptual manner. This can be
carried out by making classroom presentation, organizing
discussions or even via written materials which are offered to
the learners. In the second phase, the learners are expected to
draw analogies which correctly represent the introduced
concepts. Learners should be in the position of comparing
analogies to those concepts by giving explanations of not only
the identified similarities but also their differences. In the
course of the third phase of concept summarization, learners are
expected to make summaries of the connections which they have
made either within discussion groups or within writing. This
can be done by asking the learners to write stories (utilizing the
analogies) to give explanation of the concept and then share the
stories with each other.
However, there are important points which should be put
into consideration when making use this learning strategy. First,
the instructors should establish the diverse analogies which are
applicable within a certain topic. It has been established that
learning takes place well once at least two analogies are utilized
in explaining a topic. The other vital aspect is the manner the
instructors introduce the analogies within the topic. The
instructors can introduce the analogy prior to getting into the
topic or bring it later as the post topic or simply intertwine the
two.
5.5 Assessment
It is not easy to assess the manner in which the learners

have understood a certain analogy. However, an assessment be
done by requesting the learners to write summaries of the
connections which they have made either within discussion
groups or within writing. This can be done by asking the
learners to write stories (utilizing the analogies) to give
explanation of the concept and then share the stories with each
other. Each learner should then give a feedback on the relevance
of the other learners’ analogies.
6.0 Signaling
Signaling strategy is also considered to be based on the
memory’s cognitive sphere. Signaling strategy makes use of
standardized prompts so as to enable learners to properly
arrange the information within their memory. This method
comprises of varied forms of prompts which seem to differ from
in every setting. For instance, the signals utilized to signify
disapproval making use of either the head or even arms may
vary from a certain learning environment to the other.
Generally, it is outright that there are numerous kinds of signals
which exist in diverse environments.
6.1 Objectives
· To put emphasis on a certain topic.
· To introduce practicability within the theoretical content.
· To capture the attention of the targeted students.6.2
Appropriate time and use of signaling
The strategy is considered to come in handy in the scenario
whereby the user has the intention of making better or
alleviating the trouble of transmitting bulky volumes of verbal
or textual information. In certain situations, for instance,
whereby silence or making use of sound is constrained (like
within an exam environment or even radio broadcast classes),
signaling basically turns out as the easily available ideal
alternative. The strategy is also helpful in supplementing
progress for learners who experience difficulties in the other
learning methods. For instance, within the class textbook,
symbols may be utilized to let the learner progress or pause

reading. It is also used in alerting the audience present within a
singing practice session to join within the singing. Mayer along
with cook (1998), propose that signaling has the potential of
helping learners who experience difficulties in reading to be
pleased about learning and make better their learning process,
as well as, comprehension.
6.3 Why use signaling
Signaling method is utilized widely within the day to day life
and it turns out to be supportive to numerous contextual
environments. This strategy is utilized to a larger extent in the
media particularly TV in addition to the new media. The method
is utilized in preceding advertisements in addition to alerting
viewers about the ending or the subsequent session within
programming. In various studies, specifically the one carried
out by Lorch, et al (2001) on college going students recommend
that once learners come across a certain title, they tend to be
more disposed to including it within the summary. The same
study proposes that learners rely profoundly on signals
encounter within their learning process. Studies also indicate
that summary together with note taking is relatively made better
once the learners are trained through the use of the signal
method (Rickards et al, 1997).
6.4 Execution of Signaling
Training on its utilization is considered to be of great essence to
every learner. As the leaner scales up the learning course, they
come across diverse forms of signals thus knowledge of their
intended meaning and utilization is vital for the success of
signaling strategy. This strategy comprises of a wide range of
techniques such as simple listings, use of italic, outlines, font
use, formatting, underlining text and bolding text in addition to
many more others. Prompts are used commonly in spoken
context. For instance, “before calling it a day” is utilized, as a
prompt once the current activity is towards the end. An
instructor may desire to stress the essence of revisiting the topic
or may be point which has been taught by uttering “please keep
this in your minds” to indicate that the specific issue will

probably be revisited or part of it will be used in future.
Understanding of signals plays a vital role in realizing
consistency, as well as, minimizing confusion (Mayer 2008). In
that regard, practically learners should be motivated to come up
with their own customized signals which are set to make better
their learning process.
6.5 Assessment
Instructors can assess the students by either making
observations or simply asking questions in a random manner.
The effect of this strategy is that students will remain not only
alert, but will also be always prepared to answer questions.
7.0 Explaining Example
It has been established that instructors have to make use of
practical examples so as to reinforce the theoretical information
which they have presented to the learners within the classroom
setting. The utilization of examples is considered to assist the
instructors in connecting theory with practical applications
thereby enabling effectiveness in not only teaching but also
learning. Nonetheless, it is of great essence to note that the
bringing in of a practical example does not mean that the theory
has been eliminated. On the contrary, introducing examples
assists in enhancing the theory which had been taught within the
classroom. It is quite necessary to simultaneous formulate a
theoretical, as well as, practical base for the knowledge been
passed because it is outright that none of them is useful in the
absence of the other. The use of examples is inevitable in some
courses such as those which involve arithmetical work. In the
aforementioned courses, once the instructor has introduced the
concept within a new topic, it is necessary to make use of an
example in order to make certain that the learners get the
concept more clearly. In other courses such as covered in
engineering, it will be useless for the instructor to simply

introduce concepts theoretically without making use of
examples (Manitoba, 2007).
7.1 Objectives of Explaining Example
· Help in illustrating and explaining newly introduced concept
or material.
· Make the theoretical basis of the new concepts more sensible
to the learners.
· Teach learners the manner in which they can apply their
theoretical knowledge about concepts in new situations which
have not been covered directly within the class work.
· Demonstrate to learners the manner in which they can make
use of their comprehension of the fundamental principles to
actual problems.
7.2 Appropriate time of using Explaining Example
Examples can be utilized within every level of the
curriculum. However, one has to determine the examples to be
utilized for which instruction. In that regard, given that
examples can be used in any time in the course of teaching, it is
of great essence to use examples which ate not only adequately
clear but also relatively straightforward. The main objective is
simply to use the examples in their simplest form possible in
addition to making certain that they very well illustrate the
intended theoretical principle. Whenever the situation allows, it
is necessary to design the example in such a way that the
learner’s physical senses are stimulated. Examples which the
learners will mostly enjoy are those which compel them to
utilize their sight, smell, hearing or feeling senses (O'Connor,
1999).
7.3 Why Explaining Example
Examples are very essential tools which are used in the
course of giving explanations to new concepts. In that regard,
through the use of an example, the instructor is able to relate
the newly introduced concept to any idea that the learners are in
the position of picturing easily within their minds. For instance,
within a science class, while trying to give an explanation about
the conservation of energy concept, the instructor can relate to

the concept to money within a bank. Therefore, the learners can
visualize the money within the checking account can be
assumed to be analogous to the kinetic form of energy.
Likewise, money within the savings, as well as, money market
accounts can possibly be assumed to be analogous to both the
potential, as well as, pressure energies, respectively. Simply as
the money can probably be shifted within the three diverse
accounts, similarly energy can be shifted between the three
diverse forms. The frictional energy losses concept can then be
easily linked to the withdrawal of cash from the accounts (for
instance, to pay rent).
7.4 Execution of Explaining Example
In the course of implementing the explaining example
strategy, there are various guidelines which ought to be
followed. These guidelines are:
· Comprehend the example provided and be in the position of
explaining it. In the even that the instructor is unable to explain
the example clearly, the learners will end up being confused by
the example instead of the example helping them.
· Prior to giving take-home assignments to the learners, the
instructor is supposed to first solve the assignment. This will
enable the instructor to be certain that he or she has an idea of
what the learners will “see”. It also assists the instructor in
anticipating for questions. Giving assignments which do not
work does not only frustrate the learners but also erodes the
instructor’s credibility (Manitoba, 2007).
· Identify the examples which are relevant to every learner.
Examples which the learners are in the position of observing
first-hand are better than those which they can only access
online, in films or on televisions. The instructor should make
an attempt to find examples which the learners can either
observe within the learning institution or simply at home.
Moreover, examples should be pulled from the current events.
· In other cases, the instructors have to utilize examples which
are not very familiar to the learners. In such case, examples of

that nature will most likely pique the learners’ interest more
basically due to their novelty. In the event that the instructor
opts to utilize a well-known case, he or she should be careful;
learners may possess preexisting assumptions concerning the
example that can or cannot be grounded within the fact.
7.6 Assessment
The explaining example strategy can be assessed by requesting
the learners to come up with their own examples which they
think they are relevant to the concept which has been introduced
to them. In addition, the learners can be given take-home
assignments which they will be required to have come up with
solutions prior to the next learning sessions. By the end of the
day, each learner should be in a position of not only resolving
the given assignments but also formulating his or her own
example (O'Connor, 1999).
References
Boon, R. T., Burke, M. D., Fore, C., & Spencer, V. G. (2006).
The impact of cognitive organizers and technology-based
practices on student success in secondary social studies
classrooms. Journal of Special Education Technology, 21(1), 5.
Cook, L.K., & Mayer, R.E. (1988). Teaching readers about the
structure of scientific text. Journal of Educational Psychology,
80(4), 448-456.
Driscoll, M. P. (2005). Psychology of learning for instruction
(3rd ed.). Boston: Pearson Allyn and Bacon.
Laing, G. K. (2010). An Empirical Test of Mnemonic Devices to
Improve Learning in
Elementary Accounting. [Article]. Journal of Education for
Business, 85(6), 349-358.
Lorch Jr, R. F., Lorch, E. P., Ritchey, K., McGovern, L., &
Coleman, D. (2001). Effects of
Headings on Text Summarization. Contemporary
Educational Psychology, 26(2), 171-
191.

Manitoba. (2007). Success for all learners: A handbook on
differentiating instruction : a resource for kindergarten to grade
12 schools. Winnipeg: Manitoba Education, Citizenship and
Youth.
Marshall, L. & Rowland, F. (1998). A Guide to learning
independently. London: Open University Press.
Mayer, R. E. (2008). Learning and instruction: Pearson Merrill
Prentice Hall.
O'Connor, K. (1999). The mindful school: How to grade for
learning. Arlington Heights, Ill: Skylight Training and
Publishing.
Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G.
(1997). Signaling, notetaking, and
field independence–dependence in text comprehension and
recall. Journal of Educational
Psychology, 89(3), 508-517.
Wang, A. Y., & Thomas, M. H. (1996). Mnemonic instruction
and the gifted child. [Article].
Roeper Review, 19(2), 104.
Wolgmuth, J. R., Cobb, R., &Alwell, M. (2008). The effects of
mnemonic intervention on
Academic outcomes for youth with disabilities: a
systematic review. Learning Disabilities Research & Practice
23(1), 1-10.

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