20: Instructional Strategies
- Page ID
- 88119
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 20.1: Introduction
- This page discusses effective instructional strategies for achieving diverse learning outcomes such as verbal information, intellectual skills, psychomotor skills, and attitudes. It highlights sequencing learning outcomes and motivating learners in online settings, outlines essential instructional events for course design, and offers guidance on creating and selecting suitable instructional materials.
- 20.2: Description
- This page highlights the significance of a well-informed instructional strategy in achieving learning outcomes, stressing the use of effective instructional materials. It advises caution against poorly designed resources and advocates for clear teaching method specifications, supported by flowcharts. The page emphasizes the need for diverse teaching methods to accommodate varying learning styles and warns against merely reproducing traditional approaches in online settings.
- 20.3: Learning Domain Strategies
- This page outlines effective instructional strategies across different learning domains: organizing verbal information with mnemonics, employing hierarchical teaching for intellectual skills, providing step-by-step guidance for psychomotor skills, and using relatable models for teaching attitudes. It highlights the importance of avoiding rote memorization and the challenges of assessing the transfer of learned attitudes to real-life situations.
- 20.4: Sequencing Learning Outcomes
- This page discusses effective strategies for sequencing learning outcomes to improve student understanding. It emphasizes progressing from simple to complex tasks and concepts, building on prior knowledge, and using a concrete-to-abstract approach. The guidelines are flexible and aim to help students acquire foundational knowledge for mastering complex skills. It also highlights the importance of inductive methods to accommodate diverse learning preferences.
- 20.5: Motivating Students
- This page outlines Keller's ARCS motivation model, which is vital for effective learning. It identifies four key attributes: Attention, Relevance, Confidence, and Satisfaction. Educators should engage students by capturing attention through interactive methods, linking content to their lives (Relevance), fostering confidence through appropriately challenging material, and offering rewards (Satisfaction).
- 20.6: Instructional Events
- This page discusses effective learning strategies based on Gagné's instructional events, emphasizing student engagement and diverse teaching methods. It includes gaining attention, informing about learning outcomes, and presenting material in manageable increments. Additionally, it covers self-reflection, motivation, and the importance of constructive feedback aligned with criteria.
- 20.7: Develop and Select Instructional Materials
- This page covers the decision-making in instructional design about using existing materials versus creating new ones, highlighting time and cost efficiency while addressing copyright concerns. It emphasizes the importance of storyboards for organizing new content and streamlining revisions before final implementation in a learning management system.
- 20.8: Summary
- This page presents an instructional strategy development framework, stressing alignment with learning outcomes. It explores diverse teaching methods for various learning domains, including verbal, intellectual, psychomotor skills, and attitudes to meet different learning styles. The ARCS model for motivation is introduced, along with essential instructional events for effective learning.