Instructional Planning
Dr. Eli Collins-Brown
Week 2
AET520 Instructional Strategies in Adult Education and
Training
University of Phoenix
Components of Development
Attention Getter
Instructional Content
Other instructional modules/training plans
Attention Getter
Capture the audience’s attention
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Examples:
Ice breaker activity
Quote
Activity
Questions
Humor
Instructional Content
Focus on what learners need to know
Chunk content information into portions or
cohesive segments
Select audience-appropriate
topics/subjects
Consider the timing length of the material
Other modules/training plans
Gagne – nine events of instruction
Madeline Hunter
Constructivist Approach
Keller’s ARCS model
Gagne’s 9 events
1.
2.
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5.
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7.
8.
9.
Gain learners’ attention
Tell learners the objectives
Recall prior learning
Present stimulus material (instructional
information)
Guide learners through info
Have learners practice
Provide learners with informative feedback
Assess learners
Provide tools for retention
Madeline Hunter
Objectives/standards
Anticipatory set
Teaching/presentation
Guided practice
Closure
Independent practice
Constructivist Approach
Invitation – setting the stage
Exploration – describes the activities
Explanation – learners share
Taking action – learners take personal or
social responsibility for their learning
Keller’s ARCS model
Attention – gain attention
Relevance – emphasize why learners
need to know
Confidence – learners need to feel like
they can accomplish the task, practice and
application accomplish this
Satisfaction – they need to feel good about
what they have learned
Various models
No one model is right or wrong.
Depends on
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Instructional designer’s philosophy
Learners (audience)
Type of learning outcomes
Instructional environment (context)
Work environment
Design constraints
Components in Implementation
Instructional strategies/methodology –
how the content will be taught
Formative assessment – ongoing
assessment throughout instruction to
check understanding
Closure
Materials and resources
Formative Assessment
Formative assessments are ongoing measures designed to
provide information to both the instructor and learners concerning
learners' understanding of segments of course material
Formative assessments are conducted throughout the
instructional process to monitor learners' progress and provide
feedback on strengths and weaknesses
The key to formative assessment is the role of feedback. This
feedback allows learners to correct conceptual errors and
encourages instructors to modify instructional activities in light of
their effectiveness.
Since formative assessments are designed to guide learning and
are not utilized as an outcome measure, they are generally
considered a low stakes assessment. With the emphasis on
learner-centered instructional strategies, instructors are
encouraged to integrate formative assessments into the course
mix.
Formative assessments provide
Insight on learners' strengths and
misconceptions in relation to specific course
concepts
Guidance to improve learner understanding
A means of monitoring progress in learning
Diagnostic information concerning learners'
errors in understanding
A non-threatening activity to identify and to
correct problems in learning and instruction
Feedback to the instructor concerning the
effectiveness of instructional activities
Enhancing formative assessments
Formative assessments must directly relate to learning objectives
and to instructional activities. When designing a formative
assessment, target a single objective so that assessment results
can be effectively utilized to guide activities toward achievement
of that objective and of overall goals.
While formative assessments may be short and informal, be sure
that all activities are purposeful and goal-directed. Do not use
formative assessments unless there is a clear purpose related to
specific course activities or concepts.
To be effective, formative assessments must provide feedback.
Since the goal of formative assessment is to identify and to
correct conceptual errors, instructors must ensure that learners
have relevant information to guide their understanding. Feedback
may be either peer- or instructor-directed as long as it is specific
to the learning activity and to assessment results.
Enhancing formative assessments
– cont.
Since formative assessments are a low-stakes
measure, it may be difficult to motivate learners'
performance. To encourage active participation,
formative assessments must be relevant and
engaging.
Both the formative assessment and accompanying
feedback must be timely to course activities, theories,
and concepts.
To be most effective, formative assessments must be
ongoing. By continually assessing and providing
opportunities for correction, instructors can guide
learners toward desired learning outcomes.
Closure
Three Types:
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Review closure – summarizes the lesson
Transfer closure – consolidates learning and
bridges to new learning
Serendipity closure – unplanned opportunity
for learning
Materials and resources
Media Selection
Printed Media
Overhead Transparencies
Audio
Video
Computer-based training
Internet/WWW
Media Selection
Where and how instruction will be delivered
The amount of time available for delivering the
instruction
The type of information that will need to be presented
(e.g., verbal, visual, written, auditory)
The amount of time and money available for designing
and producing the program
The equipment available to deliver the instructional
program (or money available to buy new equipment)
The target audience’s skill with media
Your client’s preferences – the client may have
preferences for a particular type of media
Printed Media
Portable
Inexpensive and quick to prepare
Learners are familiar with this media
Easy to distribute
Requires learners to be able to read
Overhead transparencies
Effective with large audiences
Easy to prepare and to update
Portable
Equipment is easy to operate
Somewhat outdated technology
Audio
Provides sound
Easy to prepare and use
Equipment is portable and easy to
operate
Inexpensive
Sometimes not easy for all to hear
Video
Presents full-motion audio and visual
Can incorporate still images, animation,
and time-lapse
Good for individuals or groups
Can pause for discussion
Cost of studio production equipment is
high
Computer-based Training
Combine attributes of all media
Can track learner progress
Instruction can be individualized
Provides interactivity
Provides distance learning
Can provide just-in-time and any time learning
Requires that the user have a computer
available
Internet/WWW
Incorporates audio, video, and graphics
Can provide interactivity
Can provide easy access to other resources
Provides distance learning
Can provide just-in-time and any time learning
Capable of wide geographic distribution
Internet access can be slow and unreliable
Programming can be tedious and complex
Need 24-hour technical support
Planning and instructional variables
Importance
Sequence
Components
Variables
Retention
Importance of Instructional
Planning
Guide for creating your instructional
materials
Sequence in which you will present
learners with types of learning
experiences
Not a content outline
Sequence of instructional events
Logical order (e.g., easy to difficult,
concrete to abstract)
Procedural order (e.g., first, second, etc.)
Content organization (e.g., general to
detailed)
Narrative sequence (e.g., beginning,
middle, and end)
Components
Pre-instructional activities – motivating
learners, informing them of the objectives, and
ensuring learners meet prerequisites
Information presentation – instruction,
examples, information
Learner participation – practice and feedback
Testing – pretest, posttest
Follow through – telling learners what to do
next as a result of their performance on a test,
such as next courses to take or if they must
retake the course if they do not pass the test
Variables that influence planning
Content – concepts,
generalizations/interpersonal and social skills
Objectives – what the learner will be able to do
as a result of the lesson
Objectives describe “the knowledge, skills, or
attitudes students should display as a result of
participating in a lesson” (Lang & Evans, 2006,
p. 209)
Activities are the “learning experiences in
which students participate to achieve
objectives” (Lang & Evans, 2006, p. 209)
Instructional Retention
Use multiple senses to vary the presentation
Retention of information according to Murgio
(1969)
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Learners retain 10% of what is read
Learners retain 20% of what is heard
Learners retain 30% of what is seen
Learners retain 50% of what is heard and seen
Learners retain 70% of what is said
Learners retain 90% of what is said as it is done
Instructional Retention – cont.
Techniques to vary the presentation
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Focusing – gain and hold attention verbally and
nonverbally
Moving physically in the classroom
Shifting interaction of instructor to learner and
learner-to-learner
Learner-centered learning as opposed to teachercentered
Pausing (silence) – used for emphasis and allows
learners time to respond
Shifting senses – explain, demonstrate, then
learners perform