Instructional Development for Teachers in Special Education

Introduction

A preparation program is effective if one can document. . .

That it has been instrumental in generating a relatively permanent change in the behavior of its trainees, and

That this change is a function of the experiences the program has provided

To meet this criterion of effectiveness. . .

The objectives of the program must be stipulated in behavioral terms, and

The objectives must be appropriate to the entry behaviors of trainees.

The program must . . .

Describe and/or demonstrate the critical defining attributes of the training procedures (so that)

Replication can be assured.

Further. . .

The program should produce objective evidence for trainee attainment of the objectives.

In other words. . .

A program is deemed effective if it can be demonstrated that it has met its objectives as a function of a set of clearly definable experiences.

A Model for Instructional Development

Define Instructional requirements

Design Prototypical instructional material

Develop Trainee -tested & reliable instructional material

Disseminate Instructional material to interested others

Stage I: Define

The purpose of this stage is to stipulate and define instructional requirements.

Step 1 Front-end analysisStep 2 Learner analysisStep 3 Task analysisStep 4 Concept analysisStep 5 Specifying instructional objectives

Step 1 Front-end analysis

Is the study of the basic problem facing the trainer. . .

Raising the level of performance and/or knowledge base of trainees Instructional alternatives are considered Search for relevant instructional materials Development of instructional materials

Step 2 Learner analysis

Is the study of the target population (trainees)

Trainee characteristics relevant to the design and development of instruction are identified, and include: Entering competencies and background experiences General attitude toward topic Media, format, and language preferences

Step 3 Task analysis

Is identifying the main skill to be acquired by trainees and

Analyzing it into a set of necessary and sufficient subskills

This analysis ensures comprehensive coverage of the task in the instructional material.

Step 4 Concept analysis

Is identifying major concepts to be taught; Arranging them in hierarchies; and And breaking down individual concepts into critical and

irrelevant attributes.

This analysis helps to identify a rational se of examples and nonexamples to be portrayed in protocol development.

Step 5 Specifying instructional objectives

This is converting the results of task and concept analyses into behaviorally stated objectives.

This set of objectives provides the basis for test construction and instructional design.

Later, it is integrated into the instructional materials for instructors and trainee use.

Stage II: Design

The purpose of this stage is to design prototype instructional material.

This stage begins after instructional objectives have been established.

Selection of media and formats for the material and the initial production are the major aspects of this stage.

Step 1: Construct criterion-referenced tests

Criterion-referenced tests convert behavioral objectives into an outline for the instructional material.

Step 2: Media selection

Is the selection of appropriate media for the presentation of instructional content.

Media selection involves matching: task and concept analyses Target-trainee characteristics Production resources, and Dissemination plans

with various attributes of different media

Step 3: Format selection

Closely related to media selection and typically determined concurrently

Includes, for example: Self-instructional Multimedia Small group Computer based, etc.

Step 4: Initial design

Is presenting the essential instruction through appropriate media and in a suitable sequence.

It also involves structuring various learning activities such as reading a text, interviewing trainees, and practicing different instructional skills.

Stage III: Develop

The purpose of this stage is to modify the prototype instructional material.

Feedback is received through formative evaluation and the materials are revised using Expert appraisal, and Developmental testing

Step 1: Expert appraisal

A technique for obtaining suggestions for the improvement of the material.

A number of “experts” are asked to evaluate the material from instructional and technical points of view.

Based on feedback, material is modified to improve: appropriateness, effectiveness, usability, and quality

Step 2: Developmental testing

Involves trying out the material with actual trainees to locate sections for revision.

The material is modified based on trainee responses reactions comments

Continue test/revise/retest until material works consistently and effectively.

Stage IV: Disseminate

Instructional materials reach their final production stage when development testing yields consistent results and expert appraisal yields positive comments.

This process involves: Validation testing Packaging

Diffusion

Step 1: Validation testing

A summative evaluation, that is the material is used under replicable conditions to demonstrate “who learns what under what conditions in how much time” (Markle, 1967)

Step 2: Packaging

Involves preparing the instructional material for final packaging by obtaining necessary permission and releases

Considering authorship rights and obtaining a copyright (if applicable).

Rationale for high production standards.

Step 3: Diffusion

Accomplishing dissemination, demonstration, and adoption facilitation.

Incorporating audience analysis, strategy for gaining acceptance of material, timing, and media in dissemination efforts.

Plan for demonstration activities.Strategies for user assistance.