chapter 8

1. Christopher Walker
Planning
the
Instructional Strategy

2. The picture breaks down the
application or strategies that can be
used to understand chapter 8.
Planning
the
Instructional
Strategy

3.  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
preinstructional activities, content presentation and learning guidance,
learner participation, assessment, and follow-through activities, for a set
of objectives for a particular group of learners.
 Specify learning components congruent with learners’ maturity and
ability levels.
 Tailor learning components for the type of learning outcome.
Objectives

4. 1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities
Five Learning Components

5. Prior to beginning formal instruction, consider three factors: motivating
the learners, informing them of what they will learn, and stimulating recall
of relevant knowledge and skills that they already should know.
o Motivating Learners – to produce instruction that motivates the
learner four attributes of the instruction must be considered throughout
the design of the instructional strategy
1. Attention – gain and sustain learners attention
2. Relevance – illustrate relevance of instruction for learner
3. Confidence – demonstrate that learners have the skills and ability to be
successful in learning particular skills
4. Satisfaction – ensure the learner derives satisfaction from the learning
experience
Preinstructional activities

6. Informing the Learner of the Objectives - By providing learners with the
objectives, you help them focus their study strategies on these outcomes.
Stimulating Recall of Prerequisite Skills - The third preinstructional
component is informing learners of the prerequisite skills required to begin
your instruction, first as a quick reality check to make sure that learners get
an initial view of the relationship between the new content and what they
already know.
Preinstructional activities continued

7. Preinstructional activities

8. • totality of what is to be learned along with relevant learning guidance in
the form of examples and nonexamples, illustrations, diagrams,
demonstrations, model solutions, scenarios, case studies, sample
performances, and so on.
• learning guidance
• the use of examples
• illustrating with still and motion graphics
• Highlighting
• Flowcharting
• talking through progressive levels of abstraction
• ranking by size
• Importance
• Complexity
Content Presentation and Learning Guidance

9. Content Presentation and Learning
Guidance

10. • Practice with feedback is one of the most powerful components in the
learning process. You can enhance the learning process greatly by
providing learners with activities that are directly relevant to the
objectives, giving learners an opportunity to practice what you want
them to be able to do.
• Feedback - sometimes referred to as knowledge of results and often provided
in the form of reinenforcement
Learner Participation

11. Question Research
Create Organize
Collaborate
Share
Learner Participation

12. Break down of students following
assessments and instruments.
Learner
Participation

13. four basic criterion mentioned in chapter seven;
entry skill test, pretest, posttest, practice test
Assessment

14. https://www.cmu.edu/teaching/assessment/basics/alignment.h
tml
https://www.gadoe.org/School-Improvement/Teacher-and-
Leader-
Effectiveness/Documents/FY15%20TKES%20and%20LKES%20
Documents/QG%20-%20TKES%20-
%20TAPS%203%20Instructional%20StrategiesTeachers.pdf
Assessment

15. Assessment

16. The final learning component in the
instructional strategy, follow-through, is a
review of the entire strategy to determine
whether learner memory and transfer
needs have been addressed. These
questions can be answered first by
reviewing the performance context
analysis, which should describe the
conditions under which the learners must
perform the instructional goal.
Follow-through
activities

17. Follow-through activities

18. Not completedCompleted
Follow Through Activities

19. Change Agent
As a change agent, being able to adapt is the overall key to accomplishing goals in the field of
instructional strategy. This is in regards to learning outcomes. In order to make certain that all
outcomes are met we have to be able to change and adapt to make sure that the learner is taken care
of and that the learner gains as much knowledge as possible.

20. cwalker6541@myasu.alasu.edu
Christopher Walker