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.

1. DEVELOPING
INSTRUCTIONAL
STRATEGY
By: Allison Barbee

2. BACKGROUND
Instruction that will represent to engaged learners

3. OBJECTIVE
Delevery system selection
Content sequencing
Component instruction
Component of learning different levels
Components from different learning outcomes
Learning strategies
Groupings
Choosing media and delivery system

4. DELIVERY SYSTEM
Examples
Instructor led instruction
Distance edu
Online instruction
Learn it yourself instruction

5. CONTENT SEQUENCING AND
CLUSTERING
Age level of students
Complexity of material
Type of learning
Can activity be altered
How much time?

6. CONTENT SEQUENCING CONT
An instructional strategy describes the general components of a set of
instructional materials and the procedures that will be used with those
materials to enable student mastery of learning outcomes.

7. LEARNING COMPONENTS
The instructional strategy concept was originated in Gagne’s Conditions
of Learning To facilitate the instructional process, Gagne’s events were
organized into five learning components
1. Preinstructional activities
2. 2. Content presentation
3. 3. Learner participation
4. Assessment
5. Follow-through activities

8. LEARNING COMPONENTS CONT
Consider different learners’ needs for instructional strategies. Recall
that learning components of an instructional strategy are intended to
guide learners’ intellectual processing through the mental states and
activities that foster learning.
Learning components for an instructional strategy should be planned
selectively rather than being provided slavishly for all learners in all
instructional settings.

9. DIFFERENT MATURITY LEVELS
The basic learning components of an
instructional strategy are the same regardless of whether you
are designing instruction for an intellectual skill, verbal skill,
a motor skill, or an attitude.

10. LEARNING FOR DIFFERENT OUTCOMES
Intellectual Skills Each of the five learning components should be
considered. Verbal Information
This section considers each learning component in relation to verbal
information goals and subordinate skills. Motor Skills
The learning of motor skills usually involves several phases Attitudes
Researchers believe our attitudes consist of three components: feelings,
behavior, and cognitive understandings.

11. CONTIUNED
Intellectual Skills
Verbal Information
Motor skills
Attitudes

12. CONTRUCTIVE STRATEGIES
Constructivism A learning theory in which learning is viewed as a n internal process of
constructing meaning by combining existing knowledge with new knowledge gained
through experiences in social, cultural, and physical world
Constructivist Learning Environment Learners in collaborative groups with peers and
teachers consulting resources to solve problems. Collaboration can be face to face or
managed at a distance by media. Collaboration can be real or simulated in virtual
learning space.

13. GROUPING
Plan according to students and media selections
Which requiremnt of social interation exist
How can they performance the best

14. MEDIA
The delivery system is usually determined early on in the instructional
design process. This does not create an issue for two reason: Medium
itself does not make a significant difference in how much students learn
Designing instruction under an imposed delivery system does not
particularly limit the media formats available.

15. CONTINUED
Determined early on in the process
Two reasons for issues
Doesn’t make a difference in how much they learn
Does not particularly limit in media formats

16. CONTINUED
Examined area regarding media selection
Domains of learning
Learning characteristics
Task requirements
Replacing instruction

17. CONTINUED
There are also a number of factors associated with choosing media and
delivery systems
Projected availability of various media for the environment in which the
instructional package is used
The ability of the designer or an available expert to produce material in
a particular medium
Flexibility of the materials
Durability of the materials
Convenience of the materials Cost effectiveness

18. LIFELONG LEARNER
As a change agent, adaptable is key to developing an
instructional strategy, especially in regard to the media and
delivery systems. We live in time of ever changing
technology. We must prepared to transition from old
methods to new methods (VHS to DVD) and from new
methods to newer methods (DVD to web-based technology).

19. REFERENCE
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic
design of instruction. (7th ed., pp. 130-163). Upper Saddle
River, NJ: Pearson.

20. ALLISON BARBEE
ABARBEE9832@MYASU.ALASU.EDU