The Systematic Design of Instruction What is it

The Systematic Design of Instruction What is it and why is it relevant to me?

Agenda Introductions Overview/ Background Develop Instructional Strategy Conduct Formative Evaluation Conclusion

The Systematic Design of Instruction Revise Instruction Conduct Instructional Analysis Identify Instructional Goals Write Performance Objectives Analyze Learners and Context Develop Assessment Instruments

The Systematic Design of Instruction Continued Revise Instruction Develop Instructional Strategy Analyze Learners and Contexts Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction Design and Conduct Summative Evaluation

Instructional Strategies The “How” of Teaching

Instructional Strategies � Delivery System � Sequencing/Grouping � Learning � Student Components used in Instruction Grouping � Selection Content of Media

Delivery System

Sequencing/Grouping Content • Age of Learners • Complexity • Type of Learning • Possibility for Varied Activities • Amount of Time Required

Learning Components “Learning is internal, occurring in the mind of the learner, and the purpose for developing an instructional strategy is planning how to guide learners’ intellectual processing through the mental states and activities that psychologists have show will foster learning. Dick, Carey, and Carey, 2005, p. 190 ACTIVITY A ttention Relevance Confidence S atisfaction 1. Preinstructional Activities 2. Content Presentation 3. Learner Participation 4. Assessment 5. Follow-Through Activities

Student Groupings Individual Learning Components Pairs Student Groupings Large Small

Selection of Media Task Requirements Domains of Learning Availability Instructor Ability Student Skill Level Cost-Effectiveness

Instructional Strategies Recap and Questions

Formative Evaluation Improve Instruction Effectiveness

Formative Evaluation � Difference between Formative and Summative � Designing Formative Evaluations Evaluation � Using Formative Evaluation in the Classroom � Caution

Designing Formative Evaluations

Using Formative Evaluation in the Classroom

Caution If Formative Evaluations are used correctly, there will be times when the instructor will find their teaching isn’t working with a student. Be prepared to change the instructional strategy. Be prepared at any moment to pull another tool from the tool belt to aid in student learning. One strategy does not fit all and you will have student’s during your teaching career that will force you to come up with new strategies because nothing you’ve tried up to that point works. Do not let pride get in the way of student learning.

Formative Evaluation Recap and Questions

Closing Evaluation Exercises Extension Activities http: //jmcdaniel. pbwiki. com

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