2. Background
The planning of an instructional strategy is an important part
of the instructional design process. It is at this point that the
designer must be able to combine knowledge of learning and
design theory with his experience of learners and objectives.
Needless to say, creativity in lesson design will enhance this
other knowledge and experience. Perhaps it is this component
of creativity that separates the art of instructional design from
the science of instructional design. It is clear that the best
lesson designs will demonstrate knowledge about the
learners, the tasks reflected in the objectives, and the
effectiveness of teaching strategies.
3. Objectives
Describe consideration in selecting an instructional delivery
system.
Sequence and arrange content in lesson-level clusters.
Name the five learning components of an instructional strategy
and list the primary considerations within each.
Plan the learning components of an instructional strategy
including pre-instructional activities, content presentation,
learner presentation, assessment, and follow-through activities,
for a set of objectives for a particular group of learners.
Specify learning components that are congruent with learners’
maturity and ability level and type of learning outcome.
Select appropriate student groupings and media for the
learning components of an instructional strategy.
Consolidate media selections and confirm or select a delivery
system.
4. Selection of Delivery System
There is usually a general methodology that is used for managing and
delivering the teaching and learning activities that we call instruction.
This general methodology is referred to as the delivery system.
Delivery system and instructional strategies are not synonymous.
The best way to define delivery system more precisely is through a list of
examples.
• Traditional model
• Large-group lecture with small group
• Telecourse
• Computer based instruction
• Site based internship and mentoring
In an ideal instructional design process, one would first consider the
goal, learner characteristics , learning, and performance context,
objectives, and assessment requirements, and then work through the
following considerations and decisions to at arrive at the selection of the
best delivery system .
5. Delivery System Selection
Review the instructional analysis and identify logical
clusters of objectives that will be taught in appropriate
sequences
Plan the learning components that will be used in the
instruction
Choose the most effective student groupings for learning
Specify effective media and materials that are within the
range of cost, convenience, and practicality for the learning
context
Assign objectives to lesson and consolidate media
7. Content Sequence and
Clustering
Content Sequence
The first step in developing an instructional strategy are :
1) Identifying a teaching sequence 2) Manageable content
of learning.
Clustering Instruction
The next question is how you will group your
instructional activities. You may decide to present one
objective at time, or cluster several related objectives.
8. Sequence to Follow
The most useful tool in determining the answer to this
question is your instructional analysis.
You will generally begin with the lower level subordinate
skills on the left and work your up way through hierarchy
until you reach the main goal step.
It is not a good idea to present information about a skill
until you have presented information on all related
subordinate skill.
Work your own way from left, the beginning point and
proceed to the right.
If there are subordinate capabilities for any of the major
steps, then they would be taught prior to going on to the
next major component.
9. Determining Factor
The age level of your learners
The age complexity of the material
The type of learning taking place
Whether the activity can be varied, thereby focusing
attention on the task
The amount of time required to include all the events in
the instructional strategy for each cluster of content
presented
10. 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
enabled student mastery of learning outcomes.
The concepts of an instructional strategy originated
with the events of instruction described in Gagne`s
Conditions of Learning (1985). In this cognitive
psychologist`s view, nine events represent external
instructional activities that support internal mental
processes of learning
11. Learning Components for Learners
of Different Maturity and Ability
Levels
Consider different learners’ needs for instructional
strategies .
All learners could manage their own intellectual
processing; foster learning.
They would be independent learners or had “learned
how to learn”.
Should be planned selectively rather than being
provided slavishly for all learners.
12. Learning Components for
Various Learning Outcomes
Intellectual Skills
Verbal Information
Motor Skills
Attitudes
13. Learning Components for
Constructivist Strategies
Constructivism has roots in cognitive psychology and
has two branches:
• Cognitive constructivism
• Social constructivism
• Cognitive ID Models
• Constructivist planning practices
14. Student Groupings
Planning the learning components of an instructional of an
instructional strategy – need to plans the details of student
groupings and media selections.
Type of student grouping – individual, pairs, small group
and large group – depends on specific social interaction
requirements
15. Selection of Media and
Delivery Systems
Media selection for domains of learning
• Intellectual skills
• Verbal information
• Psychomotor skills
• Attitudes
Media selection for certain learner characteristics.
Media selection for certain task requirements
found in objectives.
Media selection for replacing the need for
instruction.
Practical considerations in choosing media and
delivery systems
16. Alternative Views About Developing an
Instructional Strategy
Theoretical considerations
A theoretical difference pervading comparisons of
cognitive and constructivist views is rooted in the
roles of content and the learner.
Cognitive assumption is that the content drives the
system.
The learner is the driving factor in constructivism.
Previously, more focuses on products and
outcomes but now more focuses on process.
The CLE is an instructional strategy includes goals
for learners that spring from the inquiry process
instead of from the content domain.
17. Instructional Strategy
Developing
Reasoning, critical thinking, and
problem solving
Complex, realistic and relevant
Retention, understanding, use
Providing for interaction among
learners, peers, and teachers
Cognitive flexibility
Ability to adapt and change one’s
mental organization of knowledge
and mental management of solution
strategies for solving new, unexpected
problem
Self-regulation
Identifying learning outcomes of
personal interest or value and
choosing to pursue them
Mindful reflection and epistemic
flexibility
Reflected by learners who maintain
awareness of their own process of
constructing knowledge and choosing
ways of learning and knowing
Evaluating
The designer must also decide the
best path for learning.
Considerations of several factors:
• Considerations of
learners’ characteristic -
ability, maturity, and
experience .
• The skills of the teacher,
trainer, or instructional
manager.
19. Summary
The learning components of a complete instructional strategy are summarized below
in their typical chronological sequences:
A. Pre-instructional Activities
1. Gain attention and motivate learners
2. Describe objective
3. Describe and promote recall of prerequisite skills.
B. Content Presentation
1. Content
2. Learning Guidance
C. Learner Participation
1. Practice
2. Feedback
D. Assessments
1. Entry skills test
2. Pretest
3. Posttest
E. Follow through activities
1. Memory aids for retention
2. Transfer considerations
