This chapter discusses developing an instructional strategy, including selecting a delivery system and sequencing content. It describes the key learning components of a strategy as preinstructional activities, content presentation, learner participation, assessment, and follow through. Constructivist strategies are also covered, emphasizing problem solving, reflection, and self-regulation. Factors like learner characteristics, objectives, and practical considerations must be examined to determine the optimal student groupings, media, and delivery system.

1. Chapter 8
DEVELOPING AN
INSTRUCTIONAL STRATEGY

2. SELECTION OF A DELIVERY SYSTEM
(pg. 166-168)
 There is usually a general methodology that is
used for managing and delivering the teaching
and learning activities that we call instruction
 This general methodology is referred to as the
delivery system
 Delivery system and instructional strategies
are not synonymous

3.  The best way to define delivery system more
precisely is through a list of examples.
 Traditional model
 Large-group lecture with small group
 Telecourse
 Computer based instruction
 Site based internship and mentoring

4.  In an ideal instructional design process, one
would first consider the goal, learner
characteristics , learning, and performance
context, objectives, and assessment
requirements, and then work through the
following considerations and decisions to at
arrive at the selection of the best delivery system

5. 1.
Review the instructional analysis and identify logical
clusters of objectives that will be taught in appropriate
sequences
2.
Plan the learning components that will be used in the
instruction
3.
Choose the most effective student groupings for
learning
4.
Specify effective media and materials that are within
the range of cost, convenience, and practicality for the
learning context
5.
Assign objectives to lesson and consolidate media

6. CONTENT SEQUENCING AND
CLUSTERING
(pg. 168-171)
 CONTENT SEQUENCE
 The first step in developing an instructional
strategy are :
1) Identifying a teaching sequence
2) Manageable content of learning

7. WHAT SEQUENCE SHOULD
FOLLOW IN PRESENTING
CONTENT TO THE LEARNER ??
 The most useful tool in determining the answer to
this question is your instructional analysis.
 You will generally begin with the lower level
subordinate skills on the left and work your up way
through hierarchy until you reach the main goal
step.

8.  It is not a good idea to present information about a
skill until you have presented information on all
related subordinate skill.
 Work your own way from left, the beginning point
and proceed to the right.
 If there are subordinate capabilities for any of the
major steps, then they would be taught prior to going
on to the next major component.

9. CLUSTERING
INSTRUCTION
 The next question is how you will group your
instructional activities.
 You may decide to present one objective at time, or
cluster several related objectives.

10.  Five factor when determining the amout of information
to be presented ( or the size of “cluster”)
1. The age level of your learners
2.
The age complexity of the material
3.
The type of learning taking place
4.
Whether the activity can be varied,thereby 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

11. LEARNING COMPONENTS OF
INSTRUCTIONAL STRATEGY
(pg. 171-177)
 An instructional strategy describes the general
components of a set of instructional materials and
the procedures that will be used with those
materials to enabled student mastery of learning
outcomes
 The concepts of an instructional strategy
originated with the events of instruction described
in Gagne`s Conditions of Learning (1985). In this
cognitive psychologist`s view, nine events
represent external instructional activities that
support internal mental processes of learning

12.  Gaining attention
 Informing learner of the objective
 Stimulating recall of prerequisite learning
 Presenting the stimulus material
 Providing learning guidance
 Eliciting the performance
 Providing feedback about performance correctness
 Assessing the performance
 Enhancing retention and transfer

13.  The Dick and Carey model is based on this cognitive
perspective, and we teach it in this text for several
reasons
 It is grounded in learning theory
 It conforms to currently prevailing views of instruction
in public education (standards based
accountability), higher education accreditation and
business/industry/military training (performancebased)
 It is a necessary foundational system of instructional
design for new students of the field and the most
intuitive system to learn

14.  To facilities the instructional design process, we
have organized Gagne`s event of instruction into
five major learning components that are part of
an overall instructional strategy
1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities

15.  Preinstructional Activities
 Prior to beginning formal instruction, you should
consider three factors.
1. Motivating learner
2. Informing the learner of the objectives
3. Stimulating recall of prerequisite skills

16.  Motivating learner
 One of the typical criticisms of instruction is its lack of
interest and appeal to the learner
 One instructional designer who attempts to deal with
this problem in a systematic ways in John Keller
(1987),who developed the ARCS model based on his
review of the psychological literature on motivation.
 The 4 parts of his model
Attention, Relevance, Confidence and satisfaction
 The first aspect of motivations is to gain the attention of
learners and subsequently sustain it throughout the
instruction
 Their initial attention can be gained by using emotional
or personal information, asking questions, creating
mental challenges, and perhaps the best method of
all, using human-interest example

17.  The second aspect of motivation is relevance
 Instruction must be related to important goals in the
learners` lives
 For learners to be highly motivated , they must be
confident that they can master the objectives for the
instruction
 If they lack confidence, then they will be less motivated
 Learners who are overconfident are also problematic
, they see no need to attend to the instruction because
they already know it all
 High motivation depends on whether the learner
derives satisfaction from the learning experience

18. SUMMARY OF LEARNING
COMPONENTS
(pg. 178-179)
 The learning components of a complete
instructional strategy are summarized below in
their typical chronological sequences
A. Preinstructional Activities
1) Gain attention and motivate learners
2) Describe objective
3) Describe and promote recall of prerequisite
skills.

19. B. Content Presentation
1) Content
2) Learning Guidance
C. Learner Participation
1) Practice
2) Feedback

20. D. Assesment
1) Entry skills test
2) Pretest
3) Posttest
E. Follow through activities
1) Memory aids for retention
2) Transfer considerations

21. LEARNING COMPONENTS FOR
LEARNERS OF DIFFERENT MATURITY
AND ABILITY
-pg. 179 Consider different learners’ needs for instructional
strategies
 All learners could manage their own intellectual
processing; foster learning
 They would be independent learners or had “learned
how to learn”
 Should be planned selectively rather than being
provided slavishly for all learners.

22. LEARNING COMPONENTS FOR VARIOUS
LEARNING OUTCOMES
(pg. 180-187)
 Intellectual skills
 Verbal information
 motor skills
 Attitudes

23. LEARNING COMPONENTS FOR
CONSTRUCTIVIST STRATEGIES
(pg. 187-194)
 Constructivism has roots in cognitive psychology
and has two branches:
 Cognitive constructivism
 Social constructivism
 Cognitive ID Models and constructivist planning
practices
 Table 8.2 provides a comparison of the steps in a
cognitive ID model with constructivist planning
practices.

24.  Theoretical considerations
 A theoretical difference pervading comparisons of
cognitive and constructivist views is rooted in the roles
of content and the learner.
 Cognitive assumption is that the content drives the
system
 The learner is the driving factor in constructivism
 Previously, more focuses on products and outcomes
but now more focuses on process
 The CLE is an instructional strategy includes goals for
learners that spring from the inquiry process instead of
from the content domain

25.  Driscoll (2005) describes 5 aspects of constructivism
that should be considered in ID:





1)reasoning, critical thinking, and problem solving
2)retention, understanding, and use
3) cognitive flexibility
4) self-regulation
5) mindful reflection and epistemic flexibility
 no. 3, 4, and 5 collectively called metacognition
 Other capabilities that Gagne described as cognitive
strategies.
 Reason for choosing CLEs – when the original goal
is learning to solve ill-defined problems and develop
cognitive strategies

26.  Designing Constructivist Learning Environments
 Reasoning, critical thinking, and problem solving
 Complex, realistic and relevant
 Retention, understanding, use
 Providing for interaction among learners, peers, and teachers
 Cognitive flexibility
 Ability to adapt and change one’s mental organization of
knowledge and mental management of solution strategies for
solving new, unexpected problem
 Self-regulation
 Identifying learning outcomes of personal interest or value
and choosing to pursue them
 Mindful reflection and epistemic flexibility
 Reflected by learners who maintain awareness of their own
process of constructing knowledge and choosing ways of
learning and knowing

27.  Planning Constructivist Learning Environments
 The designer must also decide the best path for lear
 Considerations of several factors: Considerations of learners’ characteristic -
ability, maturity, and experience
 The skills of the teacher, trainer, or instructional
manager

28. STUDENT GROUPINGS
(pg. 194-195)
 Planning the learning components of an
instructional of an instructional strategy – need to
plans the details of student groupings and media
selections
 Type of student grouping – individual, pairs, small
group and large group – depends on specific
social interaction requirements

29. SELECTION OF MEDIA AND DELIVERY
SYSTEM
(pg. 195-199)
 Media selection for domains of learning
•Intellectual skills
•Verbal information
•Psychomotor skills
•Attitudes




Media selection for certain learner characteristics
Media selection for certain task requirements found in objectives
Media selection for replacing the need for instruction
Practical considerations in choosing media and delivery systems