1. When Leaving the Home.... “In the Name of Allah, I place my trust in Allah and there is no might nor power except by Him” Saheeh At-Tirmidhee 3/151

2. INSTRUCTIONAL STRATEGIES WHAT WHY PRESCRIPTIONS

3. WHAT? How can the desired results of instruction be achieved?

4. Definition An overall plan governing instructional content and process. Consists of decisions that result in plan, method, or series of activities aimed at obtaining a specific goal. A blueprint of “what must be done” to achieve the learning outcomes.

5. WHY? To design an effective and efficient instruction that produces reliable results each time it is presented to the learner. To design an instruction that would motivate the learners to construct or generate meaningful relationaships.

6. Prescriptions: Generative strategies Recall Learning facts and list for verbatim recall; repetition, rehearsal (mental practice), review, mnemonics Integration Transforming information into a more easily remembered form. It include paraphrasing, generating questions or examples

7. Prescriptions: Generative strategies Organizational Helps learners identify how new ideas relate to existing ideas. E.g. analyzing key ideas, outlining, categorizing, etc. Elaboration Requires learners to add their ideas to new information; mental images, creating physical diagrams, sentence elaborations, etc.

8. Prescriptions for IS CONTENTPERFORMANCE RECALLAPPLICATION FACT CONCEPT PRINCIPLES AND RULES PROCEDURE INTERPERSONAL ATTITUDE

9. Prescriptions for Teaching Facts Factual contentExampleInitial Presentation and generative strategy Concrete factsID book is red. Abstract factsThe price of goods is determines by supply and demand Abstract facts Lists

10. Prescriptions for teaching concepts Concept exampleStrategyGenerative strategy Mobile learningintegrationPresent the concept name, definition, example. Box wrenchorganizational

11. Prescriptions for teaching Principles and Rules Rule exampleStrategyGenerative strategy Brush paintingintegrationState; example; learner activity Fusion weldingorganizationalShow example; ask; get them to identify the difference

12. Procedure for teaching procedures ExampleStrategy Removing and installing piston rings Demonstration, organization, elaboration, practice While watching a videotape of the process, students are encouraged to take notes on each step. After videotape, students are encouraged to develop a mental image of positioning of the piston ring.. Practice on actual engine

13. Cognitive procedures Demonstration or modeling through work example. Repeat with similar problem, practice.

14. Psychomotor procedures Modeling and live demonstration to show the movement/motion. Develop mental image of the procedure; paraphrase it or elaborate the steps Practice Give feedback, checklist, sample, etc.

15. Interpersonal Skills Communication skills – recall and application Use Social Learning Theory: – Present model for the learners (Video, roleplays) – Develop verbal and imaginable models of the behavior – Provide mental rehearsal (covert practice) – case study – Overt practice – role play.

16. Prescriptions for teaching attitudes Attitude consists of belief and associated behavior or response. The teaching strategy is similar to teaching interpersonal skills

17. Gagne` Nine Events of Instruction Learning Outcomes EventIntellectual skill Cognitive strategy InformationAttitudeMotor skill Capture the attention of the learner Introduce a change in stimulus Describe to learners what performance objectives are to be achieved Describe the performance to be achieved and give an example Inform learners of the kind of solution that is expected Describe what question is to be answered Give an example of what action is called for Demonstrate the expected performance

18. Capability EventIntellectual skill Cognitive strategy InformationAttitudeMotor skill Help learners recall prerequisite learning Encourage learners to recall subordinate concepts and rules Encourage learners to recall related strategies and intellectual skills Encourage learners to recall the context of the information Encourage learners to recall information and other relevant skills Help learners remember what to do Present instruction to facilitate the learners’ achievement of performance objectives Give examples of concepts or rules to be learned Give unique problems to be solved Give the information in the form of propositions Give learners a choice in their actions Give learners what they need to perform-such as appropriate tools, equipment or other resources

19. Guide the learners through the material so they begin to meet the objectives Give cues to the learners Hint at solution Link to a broader context Give learners the opportunity to observe the model or choice of what to do Give learners the chance to practice and the chance to receive feedback about their performance Prompt the performance Have the learners apply the performance Request solution Have the learners provide information or other examples Have the learners describe what they would do in real or stimulated situations Have the learners demonstrate performance Give feedback to the learners Affirm that the rule or concept has been applied correctly Affirm that the solution to the problem is correct Affirm that information has been stated correctly Give the learners reinforcemen t based on their choice Give learners feedback on what they chose

20. Evaluate how well the learners are beginning to achieve the objectives Learner demonstrates application of concept or rule Learner originates a novel solution Learner restates information in paraphrased form Learners choose the desired course of action as appropriate Learners are capable of demonstrati ng the skill/perform ance Work toward helping the learners retain what they have learned and apply it Review the material periodically with learners, giving them various examples Give the learners opportunitie s to grapple with different solutions Link the material to other information Give learners new opportunities to choose the desired course of action Encourage learners to practice Ref.: Rothwell, W. J & Kazanas, H. C. “Mastering the Instructional Design Process: A Systematic Approach.” Second Edition. Jossey-Bass Publishers: San Francisco. Source: Adapted From Gagne, R., Briggs, L., And Wager, W. Principles Of Instructional Design. (4 th Ed.) Fort Worth, Tex.: Harcourt Brace, 1992.

21. Training settings ClassroomOJTSelf- instruction TBTJob Aids Documentation Knowledge acquisition   Problem Solving  Changing Attitudes  Interpersonal skills  Knowledge retention  Piskurich (2000). Rapid Instructional Design, p 76.

22. END PRODUCTS OF DESIGN  PROGRAM GOALS AND OBJECTIVES  TOPICAL OUTLINES (SEQUENCING)  TRAINING SETTINGS TRAINING  TRAINING METHODSSTRATEGIES  EVALUATION METHODS  DURATION OF TRAINING  ADMINISTRATIVE ASPECTS (BUDGET, ETC.)

23. VERY SHORT, MOST EFFECTIVE AND HOW TRUE... 30 second Speech by Bryan Dyson (CEO of Coca Cola) "Imagine life as a game in which you are juggling some five balls in the air. You name them - Work, Family, Health, Friends and Spirit and you're keeping all of these in the Air. You will soon understand that work is a rubber ball. If you drop it, it will bounce back. But the other four Balls - Family, Health, Friends and Spirit - are made of glass. If you drop one of these; they will be irrevocably scuffed, marked, nicked, damaged or even shattered. They will never be the same. You must understand that and strive for it." WORK EFFICIENTLY DURING OFFICE HOURS AND LEAVE ON TIME. GIVE THE REQUIRED TIME TO YOUR FAMILY, FRIENDS & HAVE PROPER REST.