Instructional strategies are guidelines for presenting the instructional information and framing a course into a cohesive whole. The conceptual framework for the instructional strategies consists of four main components (Davidson-Shivers & Rasmussen, 2006): orientation to learning, instruction on the content, measurement of learning, and summary and close (Figure 1).


Figure 1. Instructional Strategies


Each component of the instructional strategies is composed of several subcomponents. Some ideas for instructional strategies of each component are listed as a reference for course development in the following four tables. 


Table 1. Orientation to Learning

Orientation to Learning
Subcomponents

Instructional Strategy Elements

Provide an overview

·         Text describing the course

·         Concept map

·         Graphic or textual organizer

·         Course description

·         Story

·         Scenarios

·         Demonstration of outcomes

·         Welcome and introductory statement

 

State objectives and expected learning outcomes

·         Course syllabus or information

·         Icebreakers

·         List of goals and purposes

·         List of expected performance

·         Opening questions

·         Demonstration of outcomes

 

Explain relevance of the instruction

·         Scenarios

·         Examples

·         Games

·         Icebreakers

·         Stories

 

Assist learner recall of prior knowledge, skills, and experiences

·         Advance organizer

·         Pretest

·         Checklists

·         Relevant experiences

 

Provide directions for how the learner is to start, navigate, and proceed through lesson

·         Tutorial

·         Welcome letter

·         Site map

·         Site search

·         Specific directions for completing assignments

 

                                   (Davidson-Shivers & Rasmussen, 2006)


Table 2. Instruction on the Content

Instruction on the
Content Subcomponents

Instructional Strategy Elements

Present content information

 

 

·         Direct instruction through presentations using text, audio, multimedia, streaming audio/video lectures, etc.

·         Elaborations on the content by using explanations, examples, graphics, and text-based descriptions

·         Case studies or problems

·         Project-based learning, inquiry-based learning, tutorials, etc.

·         Simulations and games

·         Interaction with experts

·         Collaborative, competitive, or independent learning situations

·         Demonstrations

·         Modeling

·         Reading assignments or reviewing websites

·         Library and web searches for information

·         Student-led presentations or discussions

 

Provide learning cues

 

 

·         Socratic dialogue or method

·         Key questions asked via email, threaded discussions, chats

·         Key information (visually or audibly)

·         Emphasizing text (boldface, italics, etc.)

·         Apprenticeship or mentoring to guide learning

Present opportunities

to practice

 

·         Games, simulations, labs

·         Role playing

·         WebQuest or web search

·         Virtual field trips

·         Discussion groups, seminars

·         Debates

·         Question-and-answer sessions

·         Drill and practice

·         Reflection papers or journals

·         Projects, portfolios, papers

·         Case studies

 

Provide feedback on practice

 

·         Peer review

·         Discussions

·         Conferences

·         Instructor responses to learner practice

 

Provide review of and close the unit of instruction

 

·         Reviewing previous learning throughout the unit or lesson

·         Summarizing topic or lesson by instructor or students

·         Concluding lesson with preview of next topic or next task

·         Text, video, or audio wrap-ups

(Bonk, Daytner, Dennen, & Malikowski, 2001; Davidson-Shivers & Rasmussen, 2006; Khan, 2001)


Table 3. Measurement of Learning Component

Measurement of Learning
Subcomponents

Instructional Strategy Elements

Assess performance or progress toward the goal

 

 

·         Using quizzes or tests (e.g., multiple-choice, completion, true/false, or matching items, etc.)

·         Using essays

·         Requiring completion of a project or team paper related to the goal

·         Using course management system to create testing routines

·         Using model answers to develop tests and scoring keys for learners to review

 

Advise learner of scores or progress

 

·         Providing checklists and rubrics to score essay tests, projects, or papers

·         Using email, shared files, chat, mailing, or reports and projects for feedback

·         Encouraging remediation

·         Providing project guidelines and rubrics for learners to self-check their work

                                   (Davidson-Shivers & Rasmussen, 2006)

 

Table 4. Summary and Close

Summary and Close

Subcomponents

Instructional Strategy Elements

Provide opportunities

for retention

 

·         Summarization and review of the lesson through graphics and text

·         Wrap-up remarks about the main points of the course

·         Additional cases or examples to reinforce learning

Provide remediation for unmet objectives

 

·         Summarization and review of the lesson through graphics and text

·         Student review of assessment and their corresponding responses to understand their errors

·         Directions to review instructional material based on unmet objectives

·         Wrap-up remarks to close lesson or summary at the end of entire course

Enhance and enrich learning

 

 

·         Suggestions for additional exercises, case studies, and scenarios that extend the scope of the lesson

·         Identification of next steps, activities that go beyond the present course

·         Discussion of how the elements of this course relate to each other and future courses

·         Wrap-up remarks to close the course

 

                                    (Davidson-Shivers & Rasmussen, 2006; Gagne, 1985; Khan, 2001)