INSTRUCTIONAL
STRATEGIES
ADE 6360
Adult Teaching Methods
MARKEASE DOE
BASED ON:
OBJECTIVES
At the end of this learning module:
 You will be able to identify the steps involved in developing instructional
strategies.
You will be able to design instruction that will build upon the existing
knowledge of your learners (Generative Learning).
You will be able to link generative strategies to each of the learning objectives
you seek to present to your learners.
You will become familiar with the six categories of content involved in
presenting information to learners and apply them to the expanded
performance content matrix.
AN
I N S T RU C TO R ’ S
J O B I S TO :
 Design effective and efficient
instruction that produces
reliable results each time it is
presented to the learner.
 Prompt or motivate the learner
to actively make connections
between what they already
know and the new information
being presented through
generative learning.
 Aide the learner in
understanding, while offering an
appropriate level of challenge.
ABOUT INSTRUCTIONAL STRATEGIES
2 LEVELS INSTRUCTIONAL
STRATEGY
DELIVERY STRATEGY
INSTRUCTIONAL STRATEGY
GENERATIVE
LEARNING &
STRATEGIES
W I T T R O C K , G R A B OW S K I , J O N A S S E N , &
M AY E R
DESIGNING AN INSTRUCTIONAL
STRATEGY --- GENERATIVELY
Definitions:
Advantages of Generative Learning are:
• (Generative) Learning is an active process in
which the learner constructs meaningful
relationships between the new knowledge
presented in the instruction and his or her
existing knowledge (Wittrock, 2010).
• That the learner has a deeper understanding
and longer retention of what is being
learned.
• * Attending to stimuli in the environment
and then giving meaning to those stimuli
based on one’s prior knowledge and
experience.(Grabowski, Jonassen, & Mayer)
• The new information is related to existing
information the learner has stored in longterm memory.
1st Strategy
Recall
• Helpful for learning facts and lists for
verbatim recall.
• Facilitated by: repetition, rehearsal, review
and mnemonics.
2nd Strategy
Integration
• Useful in transforming information into
more easily remembered form
• Facilitated by: paraphrasing, modifying and
creating new schemes.
3rd Strategy
Organization
4th Strategy
Elaboration
• Helps to relate new ideas to existing
ideas.
• Facilitated by: outlining and categorizing.
• Requires learner to add their ideas.
• Facilitated by: mental images and creating
physical diagrams.
G E N E R AT I V E
S T R AT E G I E S
Recall
Elaboration
Generative
Categories
Organization
Integration
PRESCRIPTIONS
FOR INSTRUCTIONAL
STRATEGIES
6 C AT E G O R I E S O F C O N T E N T
WHAT ARE (PRESCRIPTIONS)?
Minds are like boxes. What content are you putting in?
6 C AT E G O R I E S
OF CONTENT
Facts
Concepts
Principles and Rules
Procedure
Interpersonal Skills
Attitude
1. FACTS:
are associations between two things that learners
recall.
C O N C R E T E FAC T S
A B S T R AC T FAC T S
• Those that you can sense, such as fire
trucks are red.
• Can not be observed or experienced
*When teaching abstract facts the instructor
should first attempt to find a concrete
representation of the fact.
e.g. :
picture or an artifact.
2. CONCEPTS:
is a category used to group similar ideas or things to
organize knowledge.
RECALL
A P P L I C AT I O N
Stating the definition of the concept
• Identifying new examples of the concept
An apple is a fruit.
• There are several types of apples.
E.g.:
E.g.:
3. PRINCIPLES & RULES:
is a statement that expresses a relationship between
concepts.
RU L E G A P P ROAC H
E G RU L A P P ROAC H
• Instruction begins with a statement of the
rule or principle
• More active learning approach
• Followed by several examples
• Provide several examples and have the
learner come up with the rule
E.g.: The sum of the angles in a triangle is 180
degrees
E.g.: Provide the rule or principle that each
triangle follows
4. PROCEDURES:
is a sequence of steps the learner performs to
accomplish a task.
C O G N I T I V E P RO C E D U R E S
P S Y C H O M OTO R P RO C E D U R E S
• The initial instruction is the demonstration
or modeling of the procedure.
• The initial instruction or presentation also
involves modeling or demonstrating
• Procedures are not directly observable.
• Motion is often required when teaching
complex psychomotor task or teaching
them to naïve learners
• The instructor must find a means of
representing the procedure for the learner.
* Well developed conceptual knowledge is
essential for effective learning of the procedure.
E.g.: Solving a math problem
E.g.: Still pictures or video recordings
5. INTERPERSONAL SKILLS:
deals with the development of communication skills.
STEP 1
STEP 2
• Instruction that presents the model to the
learner.
• To help each learner develop verbal and
imaginal models of the behavior
• Models of the interpersonal behavior
• A verbal model is derived from key steps
– a process
* How to coach an employee who has difficulty
working with other team members?
E.g.: Live demonstrations, role plays, videos,
printed scenarios
E.g.: Modeling, paraphrasing, or a cognitive
map can be developed showing the
relationship between the steps
6. ATTITUDES:
consists of a belief and association behavior or
response.
C H A N G I N G AT T I T U D E S
PRESCRIPTION
• Is similar to developing interpersonal skills
• Model the behavior
• Based on Bandura’s (1977) social learning
theory.
• Develop the verbal and imaginal models
• Use mental rehearsal
• Provide for both covert and overt
rehearsal
U S E T H E M AT R I X
TO G U I D E YO U
Expanded Performance Matrix
Performance
Content
Fact
Concept
Principles & Rules
Procedures
Interpersonal Skills
Attitude
Recall
Application
H OW TO U S E T H E M AT R I X
PRESCRIPTIONS & DESIGN
APPLICATION
1. INITIAL PRESENTATION
2. GENERATIVE STRATEGY
CONCLUSION
I N S T R U C T I O N A L S T R AT E G I E S
KEEP IN MIND
The instructor must concentrate on how to present each individual objective
in a manner that will help the learner achieve or understand the objective.
Consistently build on existing knowledge with new knowledge.
Instructional strategies begin with determining the content and performance
type (generative strategy) of each objective. Using the expanded contentperformance matrix will guide you.
There are six categories of content. Use what is applicable.
Review each approach to ensure the method of delivery (category of content)
is appropriate and facilitates learning, while making it challenging for the
learner.
THANK YOU
FOR LISTENING & LEARNING