instructional models
DESCRIPTION
TRANSCRIPT
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Presenters:
Engr.Muhammad Mujatab Asad
STRATEGIC INSTRUCTION MODEL (SIM)
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• 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 ANSWERED TODAY?
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Out of this effort, the Strategic Instruction Model, or SIM, has evolved.
In essence, SIM is about promoting effective teaching and learning of critical content in schools.
SIM strives to help teachers make decisions about what is of greatest importance, what we can teach students to help them to learn, and how to teach them well.
“We advocate trying to teach a little less content, but teaching it better.”
STRATEGIC INSTRUCTION MODEL (SIM)
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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.
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THE DETAILS
Strategic Instruction Modelis about
Promoting LearningCoverage
For All Learners
Current Realities
KeyComponents Teaching
RoutinesStrategic Instruction
SmarterPlanning
A Continuum
of Action
Learning Strategies
TeamingResponds to
Includes
Such as
Such as
Such as
Requires informed and explicit
Requires instruction in and infusion of
Is supported by
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WHAT ARE LEARNING
STRATEGIES?
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• Approaches to teaching students how to think about and solve problems, or……teaching 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
to learning and using information.
WHAT ARE LEARNING STRATEGIES?
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• 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
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• Get the right people on board
• Target standards• Develop positive cultural
norms• Be tightly organized• Employ coaches to lead
small groups• Develop powerful tools• Keep learning from each
other• Provide follow-up to
ensure fidelity
PROFESSIONAL LEARNING COMMUNITIES
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WHAT ARE THE EFFECTIVE
STRATEGIES SUPPORTED AND
FIELD TESTED?
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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
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Word Identification Strategy Self-Questioning Strategy Visual Imagery Strategy Inference Strategy Fundamentals of Paraphrasing and Summarizing Paraphrasing Strategy
STRATEGIES FOR READING
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FIRST-Letter Mnemonic Strategy
Paired Associates Strategy LINCS Vocabulary Strategy
STRATEGIES FOR STUDYING & REMEMBERING INFORMATION
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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
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Assignment Completion Strategy
Strategic Tutoring Test-Taking Strategy Essay Test-Taking Strategy
STRATEGIES FOR IMPROVING ASSIGNMENT & TEST PERFORMANCE
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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
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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
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A systematic instructional design model
ADDIE MODEL
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A systematic approach (model) for developing effective instruction.
One of the most popular models in instructional design.
Outcome of each step feeds into the subsequent step.
Evaluation is ongoing throughout each layer of design.
WHAT IS ADDIE?
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ANALYSIS
•During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. •Analysis also considers the learning environment, any constraints, the delivery options, and the timeline 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
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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?
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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
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DESIGN
•What are the learning objectives?•What will the delivery look like?•What types on supplemental materials will be included?•What topic(s) will each LO cover?•Will all LOs look the same?
•Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
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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-theories.com/addie-model.html
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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-theories.com/addie-model.html
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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
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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.
-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
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EVALUATION
•Formative evaluation – ongoing.–What changes were made after trial implementation period? (peer review).–Did it impact your writing?–What else would you like to learn?•Summative evaluation–What would you like to know about the LO once students begin using it to improve writing?
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THE ASSURE MODEL
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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 don’t know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with).
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THE ASSURE MODEL
Analyze learners
State objectives
Select methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise
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ANALYZE LEARNERS
Identify learnersGeneral characteristics
grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level
Specific entry competencies prior knowledge, skills, and
attitudes.
Learning style verbal, logical, visual, musical,
structured
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STATE OBJECTIVES
Be specificState terms of what student
will be able to do Include conditions and
degree of acceptable performance
The objectives may be derived from a needs assessment or a course syllabus, stated in a text book, taken from a curriculum guide, or developed by the instructor.
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Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, What will the student get 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
observedDegree to which the learned skills are to be
mastered. 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).
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CLASSIFICATION OF OBJECTIVES
CLASSIFYING objectives is much more than an academic exer cise 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 primary type of learning There are 3 domains:
CognitveAffectiveMotor Skills
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SELECT METHODS, MEDIA, AND MATERIALS
Decide on appropriate method
Choose suitable formatSelect available
materialsModify existing
materialsDesign new materials
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Obtaining Specific Materials: Select, Modify, or Design?Having decided what media format suits your immediate instruc tional objective; you face the problem of finding specific mate rials 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 accessible sources. How do you go about making an appropriate choice from available materials?
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UTILIZE MEDIA AND MATERIALS
Preview and practice
Prepare class and ready equipment
Prepare learnersConduct instruction
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REQUIRE LEARNER PARTICIPATION
Active mental engagement
Allow learners to practice
Provide feedback
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EVALUATE/REVISE
THE final 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.
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THREE PURPOSES OF EVALUATION
evaluation of learner achievement,
evaluation of media and methods,
and evaluation of the instructional process.
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EVALUATION OF LEARNER ACHIEVEMENT
The method of evaluating achievement depends on the nature of the objective.
Objectives that focuses on cognitive skills for example, distinguishing adjectives from adverbs, describing a company's absence policy lend themselves to conventional written tests or oral examinations.
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EVALUATION OF MEDIA AND METHODS
Evaluation also includes assessment of instructional media and methods.
Particularly after first use, instructional materials need to be evaluated to determine if future use, with or without modification, is warranted. The results of your evaluation should be entered on your personal file form.
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REVISION
The final step of the instructional cycle is to sit back and look at the results of your evaluation data gathering.
If your evaluation data indicate shortcomings now is the time to go back to the faulty part of the plan and revise it.
The model works, but only if you use it to upgrade the quality of your instruction constantly.
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