Ch 07—Instructional Strategy
Chapter 7—Instructional Strategy is an introduction chapter on the many methods that educators use in a lesson plan to make certain that they are following sequential strategies of instruction that will meet their student learning objectives. Research shows that educators who use a sequence of instructional strategies i.e., hands on activities, varied assessments, class discussions, learning games, dynamic lecture topics, multimedia, question strategies, etc on a regular basis achieve their student's learning goals and objectives. The next chapters emphasis in detail on how to design an organizational strategy by understanding each component through problem solving, declarative knowledge, concepts, principle rules, procedures, cognitive strategies, psychomotor skills and, my favorite chapter, attitude change and motivation.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 08—Strategies for Problem-Solving Instruction
Chapter 8—Strategies for Problem-Solving Instruction describes in detail how problem solving activities center on students investigating and knowing the issues, taking into consideration all possible factors, discussion and determining a solution. Educators use problem solving to help their students think about a certain problem with no predetermined idea and devise ways in which to find a solution. Students with varying abilities, under developed skills and different learning styles are given modifications on problem solving instruction. In addition, this chapter discusses a design strategy planning model solution in which educators can use in their classroom as a model for teaching and developing students' problem-solving skills: 1) presentation of the problem (simplify), 2) problem space (recognition), and 3) appropriate principles (guidance).
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 09—Strategies for Declarative Knowledge Instruction
Chapter 9—Strategies for Declarative Knowledge Instruction is simply knowing basic facts and understanding stored information. When writing declarative knowledge objectives, educators frequently use the words to provide detail, description, summarization and list. To understand Using Declarative Knowledge Instruction, learners undertake steps of labels and names, facts and lists, and organized discourse. New information together with current information is one way; organize their received and retained information into groups that involve placing that information into different areas of their memory is another way; and last, creating connections of their received and retained information by elaborating presented knowledge. Declarative knowledge lessons include: classification, imagery, organization, rehearsal strategies to name a few.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 10—Strategies for Instruction Leading to Concept Learning Instruction
Chapter 10—Strategies for instruction leading to concept learning instruction highlights the definition of concept as intellectual skills with diverse instances and circumstances; however, it is not to be misunderstood with declarative knowledge learning. It identifies three attributes: intrinsic (examples that can change specific instances), functional (something that works and what it can be used for), and relational (a quality that may be found in terms of something else). The learner's cognitive process is to generalize and discriminate certain concepts that are similar or different and see them as characteristic concepts. Two strategies of concept learning instruction that follow are the inquiry approach (learners "discover" concept) and the expository approach (learners "carefully discuss" concept).
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 11—Strategies for Instruction Leading to Principle Learning Instruction
Chapter 11—Strategies for Instruction Leading to Principle Learning Instruction is depicted in one sentence as principles prescribe the relationship among two or more concepts (as in if-then or cause-effect). In the course of principle learning, educators make sure that the learner has former knowledge of concepts being presented and taught. When learners are provided with examples and non-examples of principle learning and apply those principles efficiently as a procedure they discover the inquiry approach to learning. This inquiry approach engages the instructor to present and demonstrate the principle with the learner as a means of practice and application.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 12—Strategies for Instruction Leading to Learning Procedures
Ch 12—Strategies for Instruction Leading to Learning Procedures talks about how the learner acquires knowledge and skills through appropriate learning strategies, tasks and techniques in organization, elaboration, manipulation, and regained knowledge. These learning procedures are defined in two domain strategies: cognitive (support information processing) and affective (support strategies skills). Educators establish contents on what and how learning procedures ought to be used by creating and following a series of skills; concepts, cognitive, declarative knowledge, procedures, principles and problem solving. In turn the learner will gain knowledge in concept recognition, recall each step learned, complete the task, analyze and confirm the task is completed and finally engage in decision making.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 13—Strategies for Cognitive Strategy Instruction
Ch 13—Strategies for Cognitive Strategy Instruction is the method learners use to control and monitor their learning and thinking. Here again the book mentions that in order for the learner to acquire knowledge and skills two domains must occur: cognitive and affective. Through cognitive supports information the learner processes strategies on organizing (memory info), elaborating (new and past knowledge), rehearsing (retrieval info) and meta-cognitive (self questioning). Through affective domain the learner acquires skills through self-motivation (i.e. techniques in time management, stress reduction and positive talks) and becomes successful in that learning task.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 14—Strategies for Attitude Change, Motivation, and Interest
Ch 14—Strategies for Attitude Change, Motivation, and Interest is my preferred chapter to discuss. Attitude change is the influence (behavior and choice) formation the learner has towards instruction, in other words, a learner's attitude will be demonstrated by what he/she chooses to do. What's more, attitude change has three components we have heard before in previous chapters: cognitive ("knowing how"), behavioral ("to engage on behavior") and affective ("knowing why"). Just as important are motivation and interest because educators want the learner to be engaged and an active participant in what is being taught and what is happening during the instruction . Researcher John Keller (Keller's ARCS Model) worked on instructional motivation conditions and found four different strategies: attention (incongruity and conflict), relevance (experience), confidence (learning requirements) and satisfaction (natural consequences).
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 15—Strategies for Psychomotor Skill Learning
Ch 15—Strategies for Psychomotor Skill Learning involves learning by utilizing physical skills, muscular movement, and teaching skills to develop new muscular movement in learners. Five different psychomotor skills have been identified as: discrete skills (task-determined), continuous skills (performer-determined), closed skills (performs without active), open skills (performer makes continuous adjustments), and lastly, person and object motion (performs at rest or in motion). However, these are not the only psychomotor skill learning, there are two more critical elements to remember: 1) executive subroutines (control in hierarchical organization) and 2) temporal patterning (sequence of performance over time).
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 16—Strategies for Designing Delivery and Management Strategies
Ch 16—Strategies for Designing Delivery and Management Strategies is about what kind of medium (the instructional message is to be communicated) instructional unit (already planned through "determine organizational strategies") to be used to deliver lesson to the learner and/or determining groups. Instructional designers must first look into the requirements needed to ensure that the best medium or combination is suitable for each situation. Examples of instructional media selection are face-to-face educators, computer-based, videos, videoconferencing, iPods broadcasting, distant education, tweeter, blogs, etc. Characteristics of media pertain to the delivery of media's efficiency conditions that allow learning for particular kinds of outcomes and particular learners--often called attributes.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
Ch 17—Strategies for Macro Strategies: Integration of Types of Learning
Ch 17—Strategies for Macro Strategies: Integration of Types of Learning is the design and development of a curriculum, course and training that provides learning goals that students need to learn. In other words, "macro-level" strategy is the learning solution that provides direction to knowledge. Another more low-level strategy that educators use to teach different information types (i.e. concept, process, procedure and principle) is called micro-level strategies. Instructional designers use strategies learning tasks (i.e. declarative knowledge, attitudes, psychomotor skills, and cognitive) to assist learners to understand the content provided in the curriculum. This type of learning content showcases how the learner can use and benefit from it.
Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ. Wiley.
No comments:
Post a Comment