1. Instructional Strategies
ADE 6360
Adult Teaching Methods
Markease Doe

2. Based on:

3. 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.

4. 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.

5. About Instructional Strategies

6. 2 Levels Instructional Strategy

7. Delivery Strategy

8. Instructional Strategy

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

10. 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.

11. 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

12. Prescriptions for Instructional strategies
6 Categories of Content

13. What are (Prescriptions)?

14. 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

15. 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.

16. 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.:

17. 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

18. 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

19. 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

20. 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

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

22. How to Use the Matrix

23. Prescriptions & Design Application

24. 1. Initial Presentation

25. 2. Generative strategy

26. Conclusion
Instructional Strategies

27. 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.

28. For listening & Learning
Thank You
For listening & Learning