Instructional Strategies |
| A. Plan for Content Sequence is |
| - appropriate for type of learning? |
| - logical (e.g., chronological, simple to complex, concept to rule to principle)? |
| - follows main steps if procedural? |
| - covers all skills/information with a main step before moving forward to next step? |
| B. Plans for Content Clusters (chunks) is appropriate for |
| - skill complexity? |
| - learners' age and ability? |
| - type of learning? |
| - content compatibility? |
| - time available (hour, day, week, semester)? |
| - delivery format (self-paced, instructor-led, televised, web-based, combination, etc.)? |
| - time required for all learning components per cluster? |
| Learning Components |
A. Plan for preinstructional activities |
| - is appropriate for learners' characteristics? |
| - is likely to be motivational for learners (gain attention, demonstrate relevance)? |
| - will inform learners of objectives and purpose for instruction? |
| - will cause learners to recall prerequisite knowledge and skills? |
| - will inform learners of any inputs needed to complete any tasks required? |
| B. Plan for Content and Examples Includes |
| - materials appropriate for the type of learning? |
| - clear examples and clear non-examples for learners' experience? |
| - appropriate materials such as explanations, illustrations, diagrams, demonstrations, model solutions, sample performances? |
| - learner guidance through presentation materials? |
| - aids for linking new content and skills to prerequisites? |
| - progression from the familiar to the unfamiliar? |
| - organization? |
C. Plan for learner participation is |
| - appropriate for learning style? |
| - congruent with objectives? |
| - congruent with learner characteristics? |
| - congruent with instruction? |
| - likely to be motivational (aid learner by building confidence)? |
| - appropriately placed in instruction (not too soon, often infrequent)? |
D. Plan for feedback is |
| - appropriate for learning type? |
| - congruent with objectives? |
| - informative and correct? |
| - likely to aid learner in building confidence and personal satisfaction? |
| E. Plan for assessments is appropriate for |
| - prerequisite skills? |
| - pretests? |
| - posttests? |
| - type of learning (objective)? |
| - learner characteristics (age, attention span)? |
| - yielding valid and reliable information about learner status and attitudes? |
| F. Plan for follow through activities is likely to |
| - aid retention of the new information and skills? |
| - support transfer of skills from learning environment to performance environment? |
| includes working with supervisors if helpful? |
| includes forming networks and support teams if helpful? |
| Planned Student Groupings Appropriate for |
| A. Learning requirements |
| -type of learning |
| - any required learner interaction? |
| - clusters of objectives? |
| B. Learning context |
| - staff available |
| - facilities? |
| - equipment? |
| - media? |
| - delivery system? |