Instructional models.ppt

8/14/2019 Instructional models.ppt

1/46

Presenters:

Engr.Muhammad Mujatab Asad

STRATEGIC INSTRUCTION

MODEL (SIM)


2/46

What is the Strategic Instruction Model?

What are learning strategies?

How do we make it happen?

What are the effective strategies supported and field tested?

WHAT QUESTIONS WILL BE ANSWEREDTODAY?


3/46

Out of this effort, theStrategic Instruction Model ,or SIM, has evolved.

In essence, SIM is aboutpromoting effective

teaching and learning ofcritical content in schools.

SIM strives to help teachersmake decisions about whatis of greatest importance,what we can teach studentsto help them to learn, andhow to teach them well.

We advocate trying toteach a little less content,but teaching it bet ter.

STRATEGIC INSTRUCTION MODEL (SIM)


4/46

WHAT IS SIM?

The Strategic Instruction Model is a research

based comprehensive approach to teaching

adolescents who struggle to become good

readers, writers, and learners.


5/46

THE DETAILS

Strategic Instruction Modelis about

Promoting Learning

Coverage

ForAll Learners

Current

Realities

Key

Components TeachingRoutines

Strategic

Instruction

Smarter

Planning

A

Continuum

of Action

LearningStrategies

TeamingResponds to

Includes

Such as

Such as

Such as

Requires

informed and

explicit

Requires

instruction

in and

infusion of

Is supported by


6/46

WHAT ARE LEARNINGSTRATEGIES?


7/46

Approaches to teaching students how to think

about and solve problems, orteaching

students how to learn

Learning strategies are used by students to

help them understand information and solve

problems.

A learning strategy is a person's approach tolearning and using information.

WHAT ARE LEARNING STRATEGIES?


8/46

Partnership

Provide numerous supports for academic success (tutoring,

direct instruction, parent education)

Instructional coaches in middle and high schools

Professional Learning Communities

PATHWAYS TO SUCCESS


9/46

Get the right people onboard

Target standards Develop positive cultural

norms

Be tightly organized

Employ coaches to leadsmall groups

Develop powerful tools

Keep learning from eachother

Provide follow-up toensure fidelity

PROFESSIONAL LEARNING COMMUNITIES


10/46

WHAT ARE THE

EFFECTIVESTRATEGIES

SUPPORTED AND

FIELD TESTED?


11/46

Strategies for reading

Strategies for studying & remembering

information

Strategies for writing

Strategies for improving assignment & test

performance

Strategies for effectively interacting with others

Strategies for motivationStrategies for math

LEARNING STRATEGIES


12/46

Word Identification Strategy

Self-Questioning Strategy

Visual Imagery Strategy

Inference Strategy

Fundamentals of Paraphrasing and Summarizing

Paraphrasing Strategy

STRATEGIES FOR READING


13/46

FIRST-Letter Mnemonic Strategy

Paired Associates Strategy

LINCS Vocabulary Strategy

STRATEGIES FOR STUDYING &

REMEMBERING INFORMATION


14/46

Sentence Writing Strategy (Fundamentals)

Sentence Writing Strategy (Proficiency)

Paragraph Writing Strategy

Theme Writing (Fundamentals)

Error Monitoring Strategy

InSPECT Strategy (for word-processing spellcheckers)

STRATEGIES FOR WRITING


15/46

Assignment Completion

Strategy

Strategic Tutoring

Test-Taking Strategy

Essay Test-Taking Strategy

STRATEGIES FOR IMPROVING ASSIGNMENT &

TEST PERFORMANCE


16/46

SLANT - A Classroom Participation Strategy

Cooperative Thinking Strategies THINK Strategy (Problem Solving)

LEARN Strategy (Learning Critical Information)

BUILD Strategy (Decision Making) SCORE Skills: Social Skills for Cooperative Groups

Teamwork Strategy

The Community Building Series Focusing Together

Following Instructions Together Organizing Together

Taking Notes Together

Talking Together

STRATEGIES FOR EFFECTIVELY INTERACTING

WITH OTHERS


17/46

Strategic Math Series:

Addition Facts 0 to 9

Addition Facts 10 to 18

Subtraction Facts 0 to 9

Subtraction Facts 10 to 18

Multiplication Facts 0 to 81

Division Facts 0 to 81

Place Value

STRATEGIES FOR MATH
http://www.ku-crl.org/sim/strategies/math.shtmlhttp://www.ku-crl.org/sim/strategies/math.shtml


18/46

A systematic instructional design model

ADDIE MODEL


19/46

A systematic approach

(model) for developingeffective instruction.

One of the most

popular models ininstructional design.

Outcome of each step

feeds into the

subsequent step. Evaluation is ongoing

throughout each layer

of design.

WHAT IS ADDIE?


20/46


21/46

ANALYSIS

During analysis, the designer identifies the learningproblem, the goals and objectives, the audiencesneeds, existing knowledge, and any other relevantcharacteristics.

Analysis also considers the learning environment,any constraints, the delivery options, and thetimeline for the project.

-- Learning-Theories.com: Knowledge base and webliography(n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html


22/46

SOME QUESTIONS TO CONSIDER

Who is the audience?

What are audience characteristics?

Are there learning constraints?

What is desired mode of delivery?Is there a timeline for completion?

Are there specific pedagogical considerations?


23/46

DESIGN

A systematic process of

specifying learning

objectives.Detailed storyboards

and prototypes are often made,and the look and feel, graphic

design, user-interface and content

is determined here.

-- Learning-Theories.com: Knowledge base

and webliography (n.d.). Retrieved May

5, 2008 from http://www.learning-

theories.com/addie-model.html


24/46

DESIGN

What are the learning objectives?

What will the delivery look like?

What types on supplemental materials will beincluded?

What topic(s) will each LO cover?

Will all LOs look the same?

Worksheetfromhttp://citt.ufl.edu/team/PGL/modules.htm
http://citt.ufl.edu/team/PGL/beta/wid/popUps/wid_pp9_Dt.pdfhttp://citt.ufl.edu/team/PGL/beta/wid/popUps/wid_pp9_Dt.pdf


25/46

DEVELOPMENT

The actual creation (production)

of the content and learning

materials based on the Design

phase.

-- Learning-Theories.com: Knowledge base

and webliography (n.d.). Retrieved May

5, 2008 from http://www.learning-



26/46

IMPLEMENTATION

During implementation, the plan is put into action

and a procedure for training the learner and teacher

is developed. Materials are delivered or distributed

to the student group. After delivery, the

effectiveness of the training materials is evaluated.

-- Learning-Theories.com: Knowledge base and webliography

(n.d.). Retrieved May 5, 2008 from http://www.learning-



27/46

IMPLEMENTATION

Trial run of the materials with

feedback from learner.

What works? does not work?

What needs to be added?

Other ways it can be improved.

Worksheet from

http://citt.ufl.edu/team/PGL/modules.htm


28/46

EVALUATION

This phase consists of

(1) formative and (2) summative

evaluation.

Formative evaluation is present in

each stage of the ADDIE process

. Summative evaluation consists of

tests designed for criterion-related

referenced items and providing

opportunities for feedback from the

users.

Revisions are made as necessary.

- - Learn ing-Theor ies .com: Kno wledge base and

webl iography (n .d . ) . Ret r ieved May 5 , 2008 f rom

ht tp : / /www. learn ing- theor ies .com/add ie-mode l .h tml


29/46

EVALUATION

Formative evaluation ongoing.

What changes were madeafter trial implementation

period? (peer review).Did it impact yourwriting?

What else would you like tolearn?

Summative evaluationWhat would you like to knowabout the LO once studentsbegin using it to improvewriting?


30/46

THE ASSURE MODEL


31/46

THE ASSURE MODEL

Is a procedural guide for planning and delivering instruction

that incorporates media, assumes that training or instruction

really is required (e.g., students dont know how to use the new

laboratory microscopes, or assembly line workers must learn to

handle safely the toxic materials they work with).


32/46

THE ASSURE MODEL

Analyze learners

State objectives

Select methods, media, and materials

Utilize media and materials

Require learner participation

Evaluate and revise


33/46

ANALYZE LEARNERS

Identify learners

General characteristics grade, age, ethnic group, sex,

mental, emotional, physical, orsocial problems, socioeconomiclevel

Specific entry

competencies prior knowledge, skills, and

attitudes.

Learning style verbal, logical, visual, musical,

structured


34/46

STATE OBJECTIVES

Be specific

State terms of what student

will be able to do

Include conditions anddegree of acceptable

performance

The objectives may be

derived from a needs

assessment or a coursesyllabus, stated in a text-

book, taken from a

curriculum guide, or

developed by the ins tructor.


35/46

Once you know your students, you can begin writing

the objectives of your lesson. Objectives are the

learning outcomes, that is, What will the studentget out of the lesson?

The ABCD s of writing objectives are:Audience(who are your students?)

Behavior to be demonstratedConditions under which the behavior will be

observed

Degree to which the learned skills are to bemastered. Example: Fifth grade social studies students (Audience) will

be able to name at least 90% (Degree) of the state capitols

(Behavior) when given a list of states (Condition).


36/46

CLASSIFICATION OF OBJECTIVES

CLASSIFYING objectives is much more than an

academic exercise for educational psychologists.

It has practical value because the selection of

instructional methods and media depends on what

type of objective is being pursued and so does the

choice of evaluation instruments.

Maybe classified as the primarytype of learning

There are 3 domains:Cognitve

Affective

Motor Skills


37/46

SELECT METHODS,

MEDIA, AND MATERIALS

Decide on appropriate

method

Choose suitable format

Select available

materials

Modify existing

materialsDesign new materials


38/46

Obtaining Specific Materials: Select, Modify, or

Design?

Having decided what media format suits yourimmediate instructional objective; you face the

problem of finding specific materials to convey the

lesson.

Selecting Available MaterialsThe majority of instructional materials used by

teachers and trainers are "off the shelf"that is,

ready-made and available from school, district, or

company collections or other easily accessiblesources. How do you go about making an

appropriate choice from available materials?


39/46

UTILIZE MEDIA AND MATERIALS

Preview and practice

Prepare class and

ready equipmentPrepare learners

Conduct instruction


40/46

REQUIRE LEARNER PARTICIPATION

Active mental

engagement

Allow learners topractice

Provide feedback


41/46

EVALUATE/REVISE

THEfinal component of our ASSURE model for effective

learning

most frequent type of evaluation is the paper -and-pencil test

The most frequent thought of purpose is to measure student

achievement.


42/46

THREE PURPOSES OF EVALUATION

evaluation of learner

achievement,

evaluation of media and

methods, and evaluation of the

instructional process.


43/46

EVALUATION OF LEARNER ACHIEVEMENT The method of evaluating achievement depends on the nature

of the objective.

Objectives that focuses on cogn itive skills for example,

distinguishing adjectives from adverbs, describing a

company's absence policy lend themselves to conventionalwritten tests or oral examinations.


44/46

EVALUATION OF MEDIA AND METHODS Evaluation also includes assessment of instructional media

and methods.

Particularly after first use, instruc tional materials need to be

evaluated to determine if future use, with or without

modification, is warranted. The results of your evaluationshould be entered on your personal file form.


45/46


46/46

Documents

Instructional models.ppt