Developing an instructional strategy

BACKGROUND
In this presentation, we will be addressing the ways a designer identifies
how instruction will be presented to and engage learners.

OBJECTIVE
To discuss and give clarity to the following subjects:
 Selection of a Delivery System
 Content Sequencing and Clustering
 Learning Components of Instructional Strategies
 Learning Components for Learning of Different Maturity and Ability Levels
 Learning Components from Various Learning Outcomes
 Learning Components for Constructivist Strategies
 Student Groupings
 Selection of Media and Delivery Systems

SELECTION OF DELIVERY SYSTEM
Term used to describe means by which instruction will be provided to
learners.
Examples of Delivery Systems are:
 Instructor-Led Instruction
 Distance Education
 Computer-based Instruction
 Self-Instructional Materials

CONTENT SEQUENCING AND CLUSTERING
Content Sequence
 The first step in developing an instructional strategy is identifying a teaching
sequence and manageable grouping of content.
 The instructional sequence for a goal would logically be sequenced from the
left, or the beginning point, and proceed to the right.
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,
5. The amount of time required to include all the events

CONTENT SEQUENCING AND CLUSTERING CON’T
Clustering Instruction
 Deals with the size of the cluster of material you will provide in your instruction.
 Five Factors to Consider when Determining Information
1. The age of the learners
2. The complexity of the material
3. The type of learning taking place
4. Whether the activity can be varied
5. The amount of time required to include all events.

LEARNING COMPONENTS OF INSTRUCTIONAL
STRATEGIES
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.

LEARNING COMPONENTS OF INSTRUCTIONAL
STRATEGIES CON’T
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. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities

LEARNING COMPONENTS FOR
LEARNERS OF DIFFERENT MATURITY
AND ABILITY LEVELSConsider 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.

LEARNING COMPONENTS FOR VARIOUS LEARNING
OUTCOMES
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.

LEARNING COMPONENTS FOR VARIOUS LEARNING
OUTCOMES CON’T
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.

LEARNING COMPONENTS FOR CONSTRUCTIVIST
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.

LEARNING COMPONENTS FOR CONSTRUCTIVIST
STRATEGIES CON’T

STUDENT GROUPINGS
When planning the learning components of an instructional strategy, you
also need to plan the details of student groupings and media selections.
The primary question to ask when making decisions about student
groupings is whether requirements of social interaction exist in the
performance and learning contexts in the specific learning component
being planned, or in one’s foundational views of teaching process.

SELECTION OF MEDIA AND DELIVERY SYSTEMS
Selections of media and delivery systems share many considerations, so
the two topics should be addressed together.
Media are useful to the extent that they effectively carry required learning
components of an instructional strategy.

SELECTION OF MEDIA AND DELIVERY SYSTEMS CON’T
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.

There were several areas examined in regard to media selection
Domains of Learning
Certain Learning Characteristics
Certain Task Requirements Found in Objectives
Replacing the Need for Instruction

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

LIFELONG LEARNER SUMMARY
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).

LARRY F. COBB
Email: lfcobb@alasu.edu

Developing an instructional strategy

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