Instructional Strategies ADE 6360 Adult Teaching Methods Markease Doe

Based on:

objectives At the end of this learning module: You will be able to identify the steps involved in developing instructional strategies. You will be able to design instruction that will build upon the existing knowledge of your learners (Generative Learning). You will be able to link generative strategies to each of the learning objectives you seek to present to your learners. You will become familiar with the six categories of content involved in presenting information to learners and apply them to the expanded performance content matrix.

An Instructor’s Job is to: Design effective and efficient instruction that produces reliable results each time it is presented to the learner. Prompt or motivate the learner to actively make connections between what they already know and the new information being presented through generative learning. Aide the learner in understanding, while offering an appropriate level of challenge.

About Instructional Strategies

2 Levels Instructional Strategy

Delivery Strategy

Instructional Strategy

Generative learning & Strategies Wittrock, Grabowski, jonassen,& mayer

Designing an Instructional Strategy --- generatively Definitions: (Generative) Learning is an active process in which the learner constructs meaningful relationships between the new knowledge presented in the instruction and his or her existing knowledge (Wittrock, 2010). * Attending to stimuli in the environment and then giving meaning to those stimuli based on one’s prior knowledge and experience.(Grabowski, Jonassen, & Mayer) Advantages of Generative Learning are: That the learner has a deeper understanding and longer retention of what is being learned. The new information is related to existing information the learner has stored in long- term memory.

Generative Strategies 1st Strategy Recall Helpful for learning facts and lists for verbatim recall. Facilitated by: repetition, rehearsal, review and mnemonics. 2nd Strategy Integration Useful in transforming information into more easily remembered form Facilitated by: paraphrasing, modifying and creating new schemes. 3rd Strategy Organization Helps to relate new ideas to existing ideas. Facilitated by: outlining and categorizing. 4th Strategy Elaboration Requires learner to add their ideas. Facilitated by: mental images and creating physical diagrams. Generative Categories Recall Integration Organization Elaboration

Prescriptions for Instructional strategies 6 Categories of Content

What are (Prescriptions)?

6 categories of content Facts Concepts Principles and Rules Procedure Minds are like boxes. What content are you putting in? 6 categories of content Facts Concepts Principles and Rules Procedure Interpersonal Skills Attitude

1. Facts: are associations between two things that learners recall. Concrete facts Abstract Facts Those that you can sense, such as fire trucks are red. Can not be observed or experienced *When teaching abstract facts the instructor should first attempt to find a concrete representation of the fact. e.g. : picture or an artifact.

2. Concepts: is a category used to group similar ideas or things to organize knowledge. Recall Application Stating the definition of the concept An apple is a fruit. E.g.: Identifying new examples of the concept There are several types of apples. E.g.:

3. Principles & Rules: is a statement that expresses a relationship between concepts. RULEG Approach EGRUL Approach Instruction begins with a statement of the rule or principle Followed by several examples E.g.: The sum of the angles in a triangle is 180 degrees More active learning approach Provide several examples and have the learner come up with the rule E.g.: Provide the rule or principle that each triangle follows

4. Procedures: is a sequence of steps the learner performs to accomplish a task. Cognitive procedures Psychomotor procedures The initial instruction is the demonstration or modeling of the procedure. Procedures are not directly observable. The instructor must find a means of representing the procedure for the learner. * Well developed conceptual knowledge is essential for effective learning of the procedure. E.g.: Solving a math problem The initial instruction or presentation also involves modeling or demonstrating Motion is often required when teaching complex psychomotor task or teaching them to naïve learners E.g.: Still pictures or video recordings

5. Interpersonal Skills: deals with the development of communication skills. Step 1 Step 2 Instruction that presents the model to the learner. Models of the interpersonal behavior * How to coach an employee who has difficulty working with other team members? E.g.: Live demonstrations, role plays, videos, printed scenarios To help each learner develop verbal and imaginal models of the behavior A verbal model is derived from key steps – a process E.g.: Modeling, paraphrasing, or a cognitive map can be developed showing the relationship between the steps

6. Attitudes: consists of a belief and association behavior or response. Changing attitudes Prescription Is similar to developing interpersonal skills Based on Bandura’s (1977) social learning theory. Model the behavior Develop the verbal and imaginal models Use mental rehearsal Provide for both covert and overt rehearsal

use the Matrix to guide you Expanded Performance Matrix Content Performance Recall Application Fact Concept Principles & Rules Procedures Interpersonal Skills Attitude

How to Use the Matrix

Prescriptions & Design Application

1. Initial Presentation

2. Generative strategy

Conclusion Instructional Strategies

Keep in mind The instructor must concentrate on how to present each individual objective in a manner that will help the learner achieve or understand the objective. Consistently build on existing knowledge with new knowledge. Instructional strategies begin with determining the content and performance type (generative strategy) of each objective. Using the expanded content- performance matrix will guide you. There are six categories of content. Use what is applicable. Review each approach to ensure the method of delivery (category of content) is appropriate and facilitates learning, while making it challenging for the learner.

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