Instructional and Delivery Strategies

Instructional and Delivery Strategies

Over the past few decades, information technology has taken an integral part in the classroom setting and revolutionized the instructional and delivery strategies of learning. The ability of instructors to incorporate technology in an effective manner to enhance the learning process is critical to success in the delivery of learning within the instructional setting (Chikh, 2014). In light of this, we draw upon instructional and delivery strategies to create instructional training products, incorporate sequences for instructions, implement instructional and training technologies, and apply technology to design and change instructional strategies, systems, and programs. 

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Learner-Related Sequencing Related to Design Strategy

Within the instructional setting, sequencing is an efficient ordering of content that ensures that learning is delivered in an effective and efficient manner to achieve the learning objectives. As Morrison, Ross, Kalman, and Kemp (2013) elaborate, when it comes to sequencing, there are different ways to implement it such as learner-related sequencing, world-related, or content-related sequencing. Focusing on learner-related, this sequencing suggests that content is based on learner characteristics included in the learner analysis. The scheme focuses on the difficulty of the learning material, the appeal of the content to the learner, prerequisite information, and the cognitive development of the learner. More specifically, when using this sequencing, a learner must first master the prerequisites identified in the learner analysis before taking on a difficult task. Afterward, what follows is teaching familiar or known concepts to the learner before advancing to the unknown.

Considering the related objective is to incorporate advanced technology within the instructional setting, the specific learner-related sequencing identified in relation to the design strategy is to meet the specific needs of the learner. Initially, it was identified that incorporating advanced technology in the classroom is a need due to the various benefits associated with technology. Besides, the world is changing and the use of technology has increased immensely requiring instructors to keep up with the changes. Adopting the learner-related sequencing to the design study will help meet the related objectives by meeting the needs of the learner. In particular, the learner-related sequencing will meet the needs of the learner and the objectives in the following approach. Firstly, it will help identify the prerequisites that a learner must master before moving on to a complex task. When incorporating advanced technology, the learner-related sequencing will help identify the prerequisites, which will start with the simple processes of using technology in the classroom. Later, after the learners are conversant with the technologies, they can then use it to solve more complex tasks within the classroom and in their lives as professionals. In addition, incorporating the learner-related sequencing will help the instructor prepare the instructions and incorporate advanced technology effectively for the learners to understand.

Instructional Learning Strategies that Correlate with the Learning Objectives and Instructional Content

Instructional learning strategies are methods used by instructors to deliver course or curriculum content and achieve learning objectives. The first instructional learning strategy that to incorporate advanced technology and meet the learners’ needs focuses on the cognitive domain. The strategy encompasses introducing the basics and the application of advanced technology in the classroom. This is especially critical for learners who do not have previous knowledge of the application of computers and other assistive technologies in the classroom. The strategy will focus on helping students learn how to incorporate advanced technology in their learning to gain new knowledge, retrieve previous information, and gain a comprehensive understanding of the course content and concepts. The second instructional learning strategy focusing on the behavioral domain is to implement mastery of the application of advanced technology in their personal and professional life after school. Ideally, the idea of incorporating advanced technology in the classroom is not only to assist with the learning process, but also to help learners apply the skills gained in the classroom in their personal and professional life. The instructional strategy seeks to reinforce the understanding of the application of advanced technology and enhances the learners’ understanding of the relationship between advanced technology and its application and importance within contemporary society. The third instructional learning strategy focuses on the affective domain. The strategy seeks to motivate learners and help them become in-charge of their learning activities. The instructor seeks to ensure that learners can use technology without assistance to research more on their learning activities.

Instructional Strategies based on Learner Analysis

Virtually, instructional strategies are approaches used by a teacher to engage students in the learning process and help them become independent and strategic learners. Instructional strategies can be used to motivate students and gain their attention, organize learning information to ensure proper understanding and remembering, and to monitor and evaluate learning. Considering the learner analysis, the most appropriate instructional strategies to use include direct instruction, modeling, and independent learning. Modeling is an instructional strategy where the teacher demonstrates to the students a new concept or approach (Lepičnik-Vodopivec, Jančec, & Štemberger, 2019). Learners gain knowledge by observing. When incorporating the use of advanced technology in the classroom, the students will learn by observing what the teacher is doing. Direct instruction is almost similar to modeling, except that the learners gain knowledge by listening to oral instructions. The strategy is a teacher-led instructional strategy, where the teacher provides systematic and explicit instructions followed by close monitoring and guided practice to the students (McCune & Alexander, 2015). The teacher directs the students on what should be done orally or through written instructions and students learn to do the activities. Independent learning is an individualized form a of learning experience, which allows learners to work independently without the instructor’s assistance. For instance, students will be required to pick on a topic and apply advanced technology without the teacher’s assistance and solve the problem to demonstrate what they have learned.

Instructional Message for the Content

Within the instructional setting, the instructional message encompasses the way different media and delivery systems can be used effectively to optimize the instructional communication (Bishop, 2014).

Appropriate Delivery Strategies for the Learning Objectives

A good lesson plan is essential to the process of teaching and achieving learning objectives. However, a good lesson plan is useless if the delivery strategies are not evident. The learning objectives identified include incorporating advanced technology within the instructional setting to meet the learners’ needs. In light of this, the most appropriate delivery strategies include establishing a positive classroom environment and delivering the lessons using clear instructions that capture the student attention. To expound on that, establishing a positive learning environment involves turning the instructional setting into a friendly place, where the teacher accepts and appreciates differences, supports learners when they face challenges, and establishes rules that do not limit learners to explore their potentials. The other delivery strategy is delivering the lessons using clear instructions that capture the attention of the students.  The teacher can achieve this by clearly stating the expected quality of work, provide clear and unambiguous instructions, ensure there are no distractions, and always motivate students. The teacher should also try to build upon prior student knowledge, even when introducing a new topic or concept.

Appropriate Delivery Strategies for the Instructional Context

An instructional context encompasses multiple factors external to the learner within a learning environment provides the meaning for what the teacher delivers. The factors influence and define various aspects such as when, what, where, how, why, and with whom students learn from instructions. The instructional context, in this case, is defined by the physical factors, which include the advanced technology tools, the social, which encompasses the learning opportunities for learners and their interaction with the instructor, and motivational, which involves the length at which the instructional messages capture the attention of the learner. Some of the delivery strategies that will be appropriate considering the instructional context include orienting and instructional delivery strategies. In orienting, an instructional program will be introduced, provide experiences with new information, motivate learners, and provide a bridge to connect what the learners already know and the new concepts they are learning. In this case, the use of advanced technology will be introduced in the classroom drawing upon learners’ prior knowledge about technology and try to make a connection between the two concepts. Instructional context encompasses engaging learners in activities that ensure effective learning of new skills-knowledge-attitudes. This involves using instructional approaches that ensure that students gain new skills, new knowledge, and maintain a positive attitude towards the instructional context. 

Appropriate Delivery Strategies for the Instructional Strategies

Within the learning environment, instructional strategies are used to determine the approach to achieve the learning objectives. These instructional strategies are included he pre-instructional activities, learner activities, testing, and follow-up. The strategies are often designed in a way that addresses learner needs and interests to enhance learning and achieve learning objectives. Initially, the instructional strategies identified included direct instruction, modeling, and independent study. In the design of the delivery strategies, we will consider direct instruction and the modeling instructional strategies. In light of this, the most appropriate delivery strategies for the two instructional strategies include giving clear instructions and actively engage and motivate students during the learning activities. Before getting started with the direct instruction, it is important to ensure that all students are tuned in and paying attention to what the instructor wants to say. The teacher may include a verbal or visual signal to draw his or her attention and ensure that everyone’s attention is captured. At this moment, it is important to state the expectations of the lesson and the quality of expected results. In case the instructions are in written form, the teacher should ask one of two students to read the instructions loud and provide clarification in case of any ambiguity. When modeling, the teacher can invite one or two students to demonstrate to the others what they have observed the teacher doing. The other delivery strategy is to ensure that students are actively engaged and motivated. When using the direct instruction strategy, the teacher should ensure interaction with the students such as asking questions in the middle of the instructions, asking for their opinion, and evaluating their understanding. During modeling, the teacher should ensure that the students are engaged by having them partake in hands-on activities mimicking what the teacher is doing.

Within the instructional setting, the incorporation of technology to meet student needs has been identified essential. This is especially critical considering the way technology has revolutionized the contemporary world and a majority of schools in the United States have embraced technology.  In light of this, we identified a need to incorporate advanced technology in the classroom setting and based on this need we developed instructional and delivery strategies to ensure appropriate and efficient incorporation of advanced technology. In particular, this paper highlights the specific learner-related sequencing in relation to the study design. Secondly, the study identified three instructional learning strategies and examples of instructional strategies appropriate based on the learner analysis. Along with that, the paper analyzed the learning objectives, the instructional context, and the instructional strategies, and provided two appropriate delivery strategies for each. 

References

Bishop, M. J. (2014). Instructional Message Design: Past, Present, and Future Relevance. In Handbook of research on educational communications and technology: Fourth edition. Springer.

Chikh, A. (2014). A general model of learning design objects. Journal of King Saud University – Computer and Information Sciences, 26(1), 29-40.

Lepičnik-Vodopivec, J., Jančec, L., & Štemberger, T. (2019). Implicit pedagogy for optimized learning in contemporary education. Hershey, PA: Information Science Reference.

McCune, S. K., & Alexander, V. C. (2015). CliffsNotes FTCE professional education test. Boston: Houghton Mifflin Harcourt.Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. Hoboken, N.J: Wiley.

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