DEVELOPING

INSTRUCTIONAL
STRATEGY

By:
Indri M Sidabalok
(00000010302)
Margaretta Elistina
(00000010304)

Instructional Strategy is used to describe the process of

sequencing and organizing content, specifying learning activities,
and deciding how to deliver the content and activities.
Four elements of Instructional Strategy:
1.
2.
3.
4.

Content sequence and clustering

Learning components
Students groupings
Selection of media and delivery system

Selection of a Delivery System

What media should I use?
When do I select it?

1. Content Sequence and Clustering

Content Sequence
Decide teaching sequence and groupings of content
Refer to instructional analysis to order instruction
Begin with the lower level subordinate skills on the left and
progress up through hierarchy

1. Content Sequence and Clustering

Clustering Information
Deals with the size of the cluster of material provided in the instruction
To begin, indicate the sequence of objectives and how to cluster them
for instruction.
Consider both the sequence and the size of clusters that are
appropriate and the time available for each session
Factors determining the amount of information to be presented:
1. The age level of the learners
2. The complexity of the material
3. The type of learning taking place
4. Whether the activity can be varied
5. The amount of time required to include all events in the
instructional strategies for each cluster of content presented

Format for Writing Content Sequence

and Clustering

2. Learning Components of
Instructional Strategies
Instructional strategy describes the general components of a set of instructional
materials and the procedures that will be used with those materials to enable
student mastery of learning outcomes.
Originated from the Gagnes 9 events of learning, Dick and Carey offer 5 major
instructional strategies for the reasons as follows:
It is grounded in learning theory
It conforms to currently prevailing views of instruction in public
education, higher education accreditation and
business/industry/military training
It is a necessary foundational system of instructional design for new
students of the field and the most intuitive system to learn

Five Components of Instructional Strategy

1. Pre instructional Activities

a.

Motivate learners
Explain how you will gain learners attention and
maintain it throughout instruction.
b. Inform objectives
Explain how you will inform
the learners about what they
will be able to do when they
finish the instruction and why it
is important to the learners
Objectives help students focus
their study strategies and
determine the relevance of the
instruction.

Five Components of Instructional Strategy

1. Pre instructional Activities

c. Stimulate recall of prerequisite skill
Most new learning depends on connections
made to prior learning
Briefly test learners on entry skill or describe
required entry skill

Five Components of Instructional Strategy

2. Content Presentation and Learning Guidance

Determine exactly what information, concepts, rules, and principles
need to be presented to the learners.
a. Content presentation
Deductive
Inductive

b. Learning guidance
Textbook
Examples/ non-examples
A non example is a deliberate attempt by the designer to point out why
a particular example is wrong.
Error: to present too much content, especially when much of it is
unrelated to the objective

Five Components of Instructional Strategy

3. Learners Participation
a.
b.

Practice (as described in chapter 7)

Feedback
For simple learning tasks, students can be told whether their
answer is right or wrong or can be shown a copy of the right
answers or an example from which they must infer whether
their answer is correct.
For more complex learning tasks, students can also be told why
their practice work is right or wrong and guidance can be
provided too help them understand, learn and correct their
work
In the form of reinforcement

Five Components of Instructional Strategy

4. Assessment
a.
b.
c.

Entry skill test

Pretest
Posttest

5. Follow through Activities

Follow-through is a review of the entire strategy to determine
whether learner memory and transfer needs have been addressed.
It can be known by reviewing the performance context analysis.
a.
b.
c.

Memory skills describe any memory aids that will be

developed to facilitate retention of information and skills
Transfer of learning describe special factor to be employed to
facilitate performance transfer
Enrichment and remediation material

Format for Writing Pre-instructional,

Assessment and Follow-through Learning
Components

Format for Writing Content Presentation and

Student Participation Learning Components

Utilize General Instructional

Strategies:
Instructional Strategy:
1.
2.
3.
4.
5.

Pre-instructional activities
Content presentation
Learner presentation
Assessment
Follow-through activities

Learning Outcomes
1.
2.
3.
4.

Intellectual Skills
Verbal Information
Motor skills
Attitudes

3. Student Groupings
Whether requirements for social interaction explicit in the statement of
your objectives, in the performance environment, in the specific
learning component being planned, or in your own personal views.

Explain how you will group students for the follow-through activities.
Type of student groupings:
Individual
Pairs
Small group
Large group

4. Selection of Media and Delivery

System
Several issue when choosing a media

Media selection for domains of learning

Different types of media are based on the types of learning the
objectives fall into.
Verbal Information: require less feedback so less need for interactive
media
Intellectual skill: elaborative feedback is more important, so
interactive media is needed; e.g. instructor feedback or interactive
computer
Motor skill: require performance from the learners, so instruction
should include actual physical equipment
Attitude: require a model that exhibit desired attitude; e.g. TV or
Video

4. Selection of Media and Delivery

System
Several issues when choosing a media

Other Considerations in choosing media

Make sure the media you selected will be available in the learning
component.
Do not design an instruction that require a media you can not
provide.
Make sure the learners will be able to access the materials in the
medium you select.
If you select a particular medium to present the information, make
sure you are able to produce materials for that medium or you
have access to people who can.

4. Selection of Media and Delivery

System
Some examples of delivery
systems are:
classroom delivery
lecture
correspondence
Videotape
Video conference
Computer based
Web based

The Process of Developing an

Instructional Strategy
#1

#2

THANK YOU!