Educational Psychology 302

1. Educational Psychology302 Session 11 Instructional Strategies

2. What is Instructional Design? . . . A process used primarily to develop a wide range of instructional materials, printed, computer-assisted, and/or television. Dick and Carey (1989) . . . The systematic process of transplanting principles of learning and instruction into plans for instructional materials and activities. Smith and Ragan (1993)

3. Definitions: Instructional Design as a: • Process: The analysis of learning needs and goals and the development of a delivery system to meet those needs. • Discipline: That branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

4. Conceptual Models of Instructional Design • Time-focused—opportunity oriented providing ample room for student perseverance • Task-focused—Emphasizes the processes that facilitate learning, prescriptive and generalized • Learner-focused—make recommendations for instructions based on differences in the learner, primarily prescriptive

8. Instructional Objectives Identifying the specific things we want our students to learn during a lesson or unit. When used before the actual instruction, objectives help us identify effective methods.

9. Origin of Objectives • National Disciplinary Standards • Science • Math • Social Studies • Computer Proficiency • Teacher • Research Taxonomies

10. Essential Parts of an Instructional Objective • Action verb that describes the learning required—the specific performance • Level of Acheivement “How well” • Learning outcome or learned capability • Conditions of performance

11. An Example . . . Given a diagram of steam engine (situation/ condition) the student will be able to label (performance/learned capability) in writing (action) at least 4 of the 5 parts shown (criteria).

12. An Example . . . With 100% accuracy, students will identify in writing the parts of speech used in a sentence from the text of Romeo and Juliet.

13. Ideas for Writing Objectives • Vary the complexity and sophistication • Focus on student learning, not teacher behaviors • Describe the expected outcomes of instruction • Identify both short and long-term outcomes • Give students a chance to determine their own objectives

14. Instructional Strategies:Expository Instruction • Being “exposed” to the content, verbally, textually, etc in its “final” form. • Organization, visual aides, pacing, signals, and summaries facilitate students learning from expository instruction. • Criticism: Puts students in passive roles as learners.

15. Darci LoveHuron, 8th GradeOrganizing the Study of 8th grade history

16. This diagram created using Inspiration® 7 by Inspiration Software®, Inc. Lorna Hofer, Tech FacilitatorWatertown School District

17. Kathy Engst, Huron HSFamily and Consumer Sciences “My Discovering Foods students have difficulty understanding why they need to get accurate measurements for baked products.  This map should help the students see what purpose each ingredient has.”

18. Instructional Strategies:Discovery Learning • Student interaction with the physical or social environment (manipulatives, discussion groups, experiments) • Criticisms: Incorrect constructions of content may occur; Requires a considerable time investment • Provide structure to activities and help students relate their learning to key concepts and principles to maximize the effect of discovery learning.

19. Instructional Strategies:Mastery Learning • Ensuring each student masters the content before moving to more complex ideas. • Criticisms: Assumes all students can comprehend ideas on an equal level; requires frequent adjustment in instructional pacing • Benefits: Research shows better student achievement on standardized tests, more confidence, enjoyment, and interest in subjects are a result of Mastery Learning.

20. Instructional Strategies:Direct Instruction • Teacher led process of review, presentation, rehearsal, practice and assessment with small bits of content. • Most suitable for material requiring step-by-step sequencing. • Recognizable because of it’s high degree of teacher-student interaction • Limitations: not generally suitable for whole class instruction, more successful in small group work.

21. Computer-Based Instruction • Programmed Instruction: Active responding, shaping, intermediate reinforcement—linear. • Computer-assisted instruction: sequencing optioned on learners responses—branching. • Hypertext/Hypermedia: Computer-based instruction that allows student to progress through material at their own pace and direction—auto-instructional. • Limitations: Given the breadth of information available through CBI, some students may not be able to identify relevant learning content.

22. Effectiveness of Computer-Supported Instruction • Computer-supported instruction has proved able to help students: solve problems, construct knowledge and produce products, communicate ideas better and encode factual information. • Secondary issues of computer-supported instruction include increased student attendance, increased time on task, less behavioral problems, and more collaboration. • Caveat: Technology itself is not a school-reform solution.