Presenters:

Engr.Muhammad Mujatab Asad

STRATEGIC INSTRUCTION MODEL (SIM)

• What is the Strategic Instruction Model?• What are learning strategies?• How do we make it happen?• What are the effective strategies supported and field tested?

WHAT QUESTIONS WILL BE ANSWERED TODAY?

Out of this effort, the Strategic Instruction Model, or SIM, has evolved.

In essence, SIM is about promoting effective teaching and learning of critical content in schools.

SIM strives to help teachers make decisions about what is of greatest importance, what we can teach students to help them to learn, and how to teach them well.

“We advocate trying to teach a little less content, but teaching it better.”

STRATEGIC INSTRUCTION MODEL (SIM)

WHAT IS SIM?

The Strategic Instruction Model is a research based comprehensive approach to teaching adolescents who struggle to become good readers, writers, and learners.

THE DETAILS

Strategic Instruction Modelis about

Promoting LearningCoverage

For All Learners

Current Realities

KeyComponents Teaching

RoutinesStrategic Instruction

SmarterPlanning

A Continuum

of Action

Learning Strategies

TeamingResponds to

Includes

Such as

Such as

Such as

Requires informed and explicit

Requires instruction in and infusion of

Is supported by

WHAT ARE LEARNING

STRATEGIES?

• Approaches to teaching students how to think about and solve problems, or……teaching students “how to learn”• Learning strategies are used by students to

help them understand information and solve problems. • A learning strategy is a person's approach

to learning and using information.

WHAT ARE LEARNING STRATEGIES?

• Partnership • Provide numerous supports for academic success (tutoring,

direct instruction, parent education)• Instructional coaches in middle and high schools• Professional Learning Communities

PATHWAYS TO SUCCESS

• Get the right people on board

• Target standards• Develop positive cultural

norms• Be tightly organized• Employ coaches to lead

small groups• Develop powerful tools• Keep learning from each

other• Provide follow-up to

ensure fidelity

PROFESSIONAL LEARNING COMMUNITIES

WHAT ARE THE EFFECTIVE

STRATEGIES SUPPORTED AND

FIELD TESTED?

Strategies for reading Strategies for studying & remembering

information Strategies for writing Strategies for improving assignment & test

performance Strategies for effectively interacting with

others Strategies for motivationStrategies for math

LEARNING STRATEGIES

Word Identification Strategy Self-Questioning Strategy Visual Imagery Strategy Inference Strategy Fundamentals of Paraphrasing and Summarizing Paraphrasing Strategy

STRATEGIES FOR READING

FIRST-Letter Mnemonic Strategy

Paired Associates Strategy LINCS Vocabulary Strategy

STRATEGIES FOR STUDYING & REMEMBERING INFORMATION

Sentence Writing Strategy (Fundamentals) Sentence Writing Strategy (Proficiency) Paragraph Writing Strategy Theme Writing (Fundamentals) Error Monitoring Strategy InSPECT Strategy (for word-processing spellcheckers)

STRATEGIES FOR WRITING

Assignment Completion Strategy

Strategic Tutoring Test-Taking Strategy Essay Test-Taking Strategy

STRATEGIES FOR IMPROVING ASSIGNMENT & TEST PERFORMANCE

SLANT - A Classroom Participation Strategy Cooperative Thinking Strategies

THINK Strategy (Problem Solving) LEARN Strategy (Learning Critical Information) BUILD Strategy (Decision Making) SCORE Skills: Social Skills for Cooperative Groups Teamwork Strategy

The Community Building Series Focusing Together Following Instructions Together Organizing Together Taking Notes Together Talking Together

STRATEGIES FOR EFFECTIVELY INTERACTING WITH OTHERS

Strategic Math Series: Addition Facts 0 to 9 Addition Facts 10 to 18 Subtraction Facts 0 to 9 Subtraction Facts 10 to 18 Multiplication Facts 0 to 81 Division Facts 0 to 81 Place Value

STRATEGIES FOR MATH

A systematic instructional design model

ADDIE MODEL

A systematic approach (model) for developing effective instruction.

One of the most popular models in instructional design.

Outcome of each step feeds into the subsequent step.

Evaluation is ongoing throughout each layer of design.

WHAT IS ADDIE?

ANALYSIS

•During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. •Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.

-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html

SOME QUESTIONS TO CONSIDER

•Who is the audience?•What are audience characteristics?•Are there learning constraints?•What is desired mode of delivery?•Is there a timeline for completion?•Are there specific pedagogical considerations?

DESIGN

•A systematic process of specifying learning objectives.Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html

DESIGN

•What are the learning objectives?•What will the delivery look like?•What types on supplemental materials will be included?•What topic(s) will each LO cover?•Will all LOs look the same?

•Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

DEVELOPMENT

•The actual creation (production) of the content and learning materials based on the Design phase.

-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html

IMPLEMENTATION

•During implementation, the plan is put into action and a procedure for training the learner and teacher is developed.  Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html

IMPLEMENTATION

•Trial run of the materials with feedback from learner.

–What works? does not work?

–What needs to be added?

–Other ways it can be improved.

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

EVALUATION

•This phase consists of

•(1) formative and (2) summative evaluation.

• Formative evaluation is present in each stage of the ADDIE process

•. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. 

• Revisions are made as necessary.

-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html

EVALUATION

•Formative evaluation – ongoing.–What changes were made after trial implementation period? (peer review).–Did it impact your writing?–What else would you like to learn?•Summative evaluation–What would you like to know about the LO once students begin using it to improve writing?

THE ASSURE MODEL

THE ASSURE MODEL

• Is a procedural guide for planning and delivering instruction that incorporates media, assumes that training or instruction really is required (e.g., students don’t know how to use the new laboratory microscopes, or assembly line workers must learn to handle safely the toxic materials they work with).

THE ASSURE MODEL

Analyze learners

State objectives

Select methods, media, and materials

Utilize media and materials

Require learner participation

Evaluate and revise

ANALYZE LEARNERS

Identify learnersGeneral characteristics

grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level

Specific entry competencies prior knowledge, skills, and

attitudes. 

Learning style verbal, logical, visual, musical,

structured

STATE OBJECTIVES

Be specificState terms of what student

will be able to do Include conditions and

degree of acceptable performance

The objectives may be derived from a needs assessment or a course syllabus, stated in a text book, taken from a curriculum guide, or developed by the instructor.

Once you know your students, you can begin writing the objectives of your lesson.  Objectives are the learning outcomes, that is, What will the student get out of the lesson?

The ABCD's of writing objectives are:Audience (who are your students?)Behavior to be demonstratedConditions under which the behavior will be

observedDegree to which the learned skills are to be

mastered. Example:  Fifth grade social studies students (Audience)

will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).

CLASSIFICATION OF OBJECTIVES

CLASSIFYING objectives is much more than an academic exer cise for educational psychologists.

It has practical value because the selection of instructional methods and media depends on what type of objective is being pursued and so does the choice of evaluation instruments. Maybe classified as the primary type of learning There are 3 domains:

CognitveAffectiveMotor Skills

SELECT METHODS, MEDIA, AND MATERIALS

Decide on appropriate method

Choose suitable formatSelect available

materialsModify existing

materialsDesign new materials

Obtaining Specific Materials: Select, Modify, or Design?Having decided what media format suits your immediate instruc tional objective; you face the problem of finding specific mate rials to convey the lesson.

Selecting Available MaterialsThe majority of instructional materials used by teachers and trainers are "off the shelf"—that is, ready-made and available from school, district, or company collections or other easily accessible sources. How do you go about making an appropriate choice from available materials?

UTILIZE MEDIA AND MATERIALS

Preview and practice

Prepare class and ready equipment

Prepare learnersConduct instruction

REQUIRE LEARNER PARTICIPATION

Active mental engagement

Allow learners to practice

Provide feedback

EVALUATE/REVISE

THE final component of our ASSURE model for effective learning

most frequent type of evaluation is the paper-and-pencil test

The most frequent thought of purpose is to measure student achievement.

THREE PURPOSES OF EVALUATION

evaluation of learner achievement,

evaluation of media and methods,

and evaluation of the instructional process.

EVALUATION OF LEARNER ACHIEVEMENT

The method of evaluating achievement depends on the nature of the objective.

Objectives that focuses on cognitive skills for example, distinguishing adjectives from adverbs, describing a company's absence policy lend themselves to conventional written tests or oral examinations.

EVALUATION OF MEDIA AND METHODS

Evaluation also includes assessment of instructional media and methods.

Particularly after first use, instructional materials need to be evaluated to determine if future use, with or without modification, is warranted. The results of your evaluation should be entered on your personal file form.

REVISION

The final step of the instructional cycle is to sit back and look at the results of your evaluation data gathering.

If your evaluation data indicate shortcomings now is the time to go back to the faulty part of the plan and revise it.

The model works, but only if you use it to upgrade the quality of your instruction constantly.