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DESIGNING EFFECTIVE INSTRUCTION Prepared by: Rohaida Binti Muslim Morrison, G. R., Ross, S. M. & Kemp, J. E. (2007). Designing effective instruction (5 th ed.). New Jersey, USA: John Wiley & Sons, Inc.

DESIGNING EFFECTIVE INSTRUCTION

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DESIGNING EFFECTIVE INSTRUCTION. Prepared by: Rohaida Binti Muslim. Morrison, G. R., Ross, S. M. & Kemp, J. E. (2007). Designing effective instruction ( 5 th ed .). New Jersey, USA: John Wiley & Sons, Inc. Components of the Instructional Design Plan. (p. 12). - PowerPoint PPT Presentation

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Page 1: DESIGNING EFFECTIVE INSTRUCTION

DESIGNING EFFECTIVE INSTRUCTION

Prepared by:Rohaida Binti Muslim

Morrison, G. R., Ross, S. M. & Kemp, J. E. (2007). Designing effective instruction (5th ed.). New Jersey, USA: John Wiley & Sons, Inc.

Page 2: DESIGNING EFFECTIVE INSTRUCTION

Components of the InstructionalDesign Plan

(p. 12)

Page 3: DESIGNING EFFECTIVE INSTRUCTION

The Fundamental Components ofInstructional Design

(p. 15)

Page 4: DESIGNING EFFECTIVE INSTRUCTION

A Typical Instructional Design Model

(p. 21)

Page 5: DESIGNING EFFECTIVE INSTRUCTION

Needs Assessment Process

(p. 37)

Page 6: DESIGNING EFFECTIVE INSTRUCTION

Interview Questions

(p. 40)

Page 7: DESIGNING EFFECTIVE INSTRUCTION

Six Steps of Goal Analysis

1. Identify and aim

2. Set goals

3. Refine goals

4. Rank goals

5. Refine goals again

6. Make a final Ranking

(pp. 42-43)

Page 8: DESIGNING EFFECTIVE INSTRUCTION

Identifying Instructional Problems

(p. 46)

Page 9: DESIGNING EFFECTIVE INSTRUCTION

Analysis of the Instructional Environment

(p. 65)

Page 10: DESIGNING EFFECTIVE INSTRUCTION

Content Structure

1. Facts

2. Concepts

3. Principles and rules

4. Procedures

5. Interpersonal skills

6. Attitudes

(pp. 78-80)

Page 11: DESIGNING EFFECTIVE INSTRUCTION

Taxonomy of Cognitive Objectives

(p. 105)

Page 12: DESIGNING EFFECTIVE INSTRUCTION

Domain of Psychomotor Objectives

(p. 106)

Page 13: DESIGNING EFFECTIVE INSTRUCTION

Affective Domain

(p. 108)

Page 14: DESIGNING EFFECTIVE INSTRUCTION

Learning-Related Sequencing

(p. 133)

Page 15: DESIGNING EFFECTIVE INSTRUCTION

World-Related Sequencing

(p. 135)

Page 16: DESIGNING EFFECTIVE INSTRUCTION

Concept-Related Sequencing

(p. 136)

Page 17: DESIGNING EFFECTIVE INSTRUCTION

Example Fact Strategies

(p. 152)

Page 18: DESIGNING EFFECTIVE INSTRUCTION

Example Concept Strategies

(p. 153)

Page 19: DESIGNING EFFECTIVE INSTRUCTION

Example Principle and Rule Strategies

(p. 155)

Table 7-5

Page 20: DESIGNING EFFECTIVE INSTRUCTION

Example Procedure Strategies

(p. 156)

Table 7-6

Page 21: DESIGNING EFFECTIVE INSTRUCTION

Example Interpersonal Skills Strategies

(p. 159)

Page 22: DESIGNING EFFECTIVE INSTRUCTION

Example Attitude Strategies

(p. 160)

Page 23: DESIGNING EFFECTIVE INSTRUCTION

Preinstructional Strategies

(p. 171)

Page 24: DESIGNING EFFECTIVE INSTRUCTION

A Simple Memory Model

(p. 206)

Figure 9-3

Page 25: DESIGNING EFFECTIVE INSTRUCTION

Using Pretests and Posttests to Determine Improvements in Performance

(p. 257)

Page 26: DESIGNING EFFECTIVE INSTRUCTION

Four Formats in Working with Elementary Schoolchildren

1. Showcase

2. Evaluation

3. Process

4. Documentation

(p. 293)

Page 27: DESIGNING EFFECTIVE INSTRUCTION

Steps in Planning Formative Evaluations

(p. 308)

Page 28: DESIGNING EFFECTIVE INSTRUCTION

Stages of Formative Evaluation

(p. 317)

Table 12-1

Page 29: DESIGNING EFFECTIVE INSTRUCTION

Classical Conditioning

(p. 347)

Page 30: DESIGNING EFFECTIVE INSTRUCTION

Six Parts of Proposal

(pp. 374-375)

1. Statement of purpose2. Plan of work3. Milestone and deliverables4. Budget5. Schedule6. Staffing

Page 31: DESIGNING EFFECTIVE INSTRUCTION

Six Types of Resources

(pp. 395-397)

1. Conceptual resources2. Influence resources3. Material resources4. Personnel resources5. Institutional resources6. Time resources