UNIT 5: CREATING INSTRUCTION: DESIGNING AND DEVELOPING
By
SADIA SADIQ
164-FSS/PHDEDU/F19
Submitted to
PROF.DR.N.B.JUMANI
DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCE
INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD
CONTENTS

Instructional Goals and Objectives

Developing content

Organizing Instruction

Learning Environments and Instructional strategies
Chapter Objectives
At the end of this chapter, students should be able to:
1.
Formulate the Instructional Goals and objectives
2.
Design the learning strategies according to the instructional needs.
Instructional Objectives:
The basic reason for designing instruction is to make possible the
attainment of a set of educational goals. The society in which we live has certain
functions to perform in serving the needs of its people. Many of these functions—
in fact, most of them—require human activities that must be learned.
Accordingly, one of the functions of a society is to ensure that such learning takes
place. Every society, in one way or another, makes provision for the education of
people in order that the variety of functions necessary for its survival can be
carried out.
Educational goals are those human activities that contribute to the
functioning of a society (including the functioning of an individual in the society)
and that can be acquired through learning.A goal may be defined as a desirable
state of affairs. For example, at a nationallevel, a desirable goal is that every adult
at least be literate at a sixth-grade reading level. Notice that this is also an
instructional goal. An example of a noninstructional goal might be that even' adult
have adequate medical care. This latter goal is not obtainable bv instruction.
Global instructional goals must be made more specific before systematic
instruction can be designed to attain them.
One responsibility of an instructional designer is to recognize which goals
are instructional goals and which are not. This is especially true in industrial or
vocational instructional courses where the goal may be related to employee
motivation or job satisfaction. At this stage, the instructional designer must ask,
"What goals will represent a desirable state of affairs?"
After goals have been stated, the designer may conduct a needs analysis.
Recent writers (Burton and Merrill, 1977; Kaufman, 1976) have defined a need as
a discrepancy or gap between a desired state of affairs (a goal) and the present
state of affairs. Therefore, needs can be determined after the stating of goals and
the analysis of the present state of affairs. In the case of public schools, the
desired state of affairs is usuallv established bv tradition—a consensus on
whatling.


Entry Behaviors and Learner Characteristics
Performance Objectives
At this stage, it is necessary to translate the needs and goals into
performance objectives that are sufficiently specific and detailed to show progress
toward thegoals. There are two reasons for working from general goals to
increasinglyspecific objectives. The first is to be able to communicate at different
levels todifferent persons. Some people (for example, parents or a board of
directors) areinterested only in goals, and not in details, whereas others (teachers,
students)need detailed performance objectives to determine what they will be
teaching orlearning.
A second reason for increased detail is to make possible planning and
development of the materials and the delivery system. One thesis of this book is
thatdifferent types of learning outcomes require different instructional
treatments.To design effective instructional materials and choose effective
delivery systems,the designer must be able to properly determine the conditions of
learningnecessary for acquisition of new information and skills. Specification of
performance objectives facilitates this task. Once objectives are stated in
performance terms, the curriculum can be analyzed in terms of sequence
Instructional Content
The word content here refers to printed or other media intended to convey events
of instruction. In most traditional instructional systems, teachers do not design or develop
their own instructional materials. Instead, they are givenmaterials (or they select
materials) that they integrate into their lesson plans. Incontrast, instructional systems
design underscores the selection and development of materials as an important part of the
design effort. Teachers can be hard-pressed to arrange instruction when there are no
really suitable materials available for part of the planned objectives. Often, they
improvise and adapt as best they can. Most often, however, teachers do find suitable
materials. The danger is that teachers sometimes choose existing materials for
convenience, in effect changing the objectives of the instruction to fit their available
materials. In such circumstances, the student may be receiving information or learning
skills that are unrelated to instructional goals.
INSTRUCTIONAL STRATEGIES
Merrill proposed different strategies consisting of Primary Presentation Forms
(PPFs). Secondary Presentation Forms (SPFs) and Inter Display Relationship (IDRs).
1. It consists of: expository generality (rule), expository instance (example),
inquisitor generality (recall) and inquisitory instance (practice).
2. It consist of information added to facilitate learning such as attention focusing
help; mnemonics, and feedback.
3. Inter display relationship (IDRs) are sequences involving example
–
non
example matching, example divergence, and range of example difficulty.
4. For each performance-content classification, CDT prescribes the combination
of PPFs, SPFs and IDRs.
The combination of these three strategies are essential for most efficient
and
effective
instructional strategies.
Our use of the term strategy is
nonrestrictive. We do not intend to imply that all instruction must be selfcontained instructional modules or mediated materials.
Teacher-led or teacher-centered instruction can also benefit from instructional
systems design. By instructional strategy, we mean a plan for assisting the learners with
their study efforts for each performance objective. This may take the form of a lesson
plan (in the case of teacher-led instruction) or a set of production specifications for
mediated materials. The purpose of developing the strategy before developing the
materials themselves is to outline how instructional activities will relate to the
accomplishment of the objectives.
When teacher-led, group-paced instruction is planned, teachers use the
instructional design process to produce a guide to help implement the intent of the lesson
plan without necessarily conveying its exact content to the learners.
Task-Centered Instructional Strategy
The next step in the Pebble approach is to define an instructional strategy.
How can these knowledge components be combined to form a task-centered instructional
strategy?
This approach involves learners in the whole task early in the instructional
sequence. The sequence of instructional events is outlined at the outset. The instruction
starts by demonstrating the first ‘whole task’ in the progression. This demonstration
provides the context for the learners. This demonstration shows the learners what
they will be able to do following the instruction. This demonstration forms the objective
for the module. Too often formally stated objectives are not comprehensible by
learners because they are abstractions of the content. On the other hand learners can
more easily grasp a demonstration of the whole task.
Steps involved in task-centered instructional strategy are:
1. Show a new whole task
2. Present topic components specific to the task
3. Demonstrate the topic components for the task
4. Show another new whole task
5. Have learners apply previously learned topic components to the task
6. Present additional topic components specific to this task
7. Demonstrate the application of these additional topic components
8. Repeat, apply, present, and demonstrate cycle (step 4-7) for subsequent task
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