Flte 592 Instructional Strategy

Robert J. Petitto th October 25 , 2008 FLTE 592 Z039675

Instructional
Design
and
Development
 Stage
4
–
Selecting
an
Instructional
Strategy
 
 
 The
Learning
Environment
 
 Instruction
will
take
place
both
in
the
classroom
and
in
the
Audio
and
Visual
Computer
Lab
within
the
high
school.
The
learning
 environment
plays
an
integral
role
in
the
instruction
of
high
school
students.
 
 These
students
lack
the
sophistication
and
the
 attention
span
to
continuously
focus
throughout
a
fifty‐minute
class
period.
 
 The
lesson
must
be
thoughtfully
divided
up
into
 smaller,
more
manageable
lessons/activities
all
the
while
providing
seamless
transitions
so
as
to
not
waste
valuable
time
that
could
 be
better
spent
on
instruction.
 
 
 Applying
Gagne’s
Nine
Instructional
Events
to
the
Spanish
Classroom
 
 The
cognitivist
approach,
as
outlined
by
Gagne,
is
composed
of
nine
instructional
events.
 
 These
events,
which
may
or
may
not
 occur
sequentially,
are
designed
to
encourage
students
to
internalize
their
education.
The
chart
below
outlines
how
the
nine
events
 of
instruction
are
executed
for
the
three‐component
introductory
conversation
lesson:
 
 Instructional
Event
 Instructor
Activity
 Student
Activity
 1.
 
 
 The most effective way to gain attention is to  Students
will
watch
the
commercial
and
then
decide
 Gaining
Attention
 provide an abrupt stimulus change.  what
the
goal
of
the
commercial
was
by
answering
the
 
 following
question
prompts.
 On
the
first
day
of
instruction,
the
teacher
will
start
  What
was
the
product?
 class
by
showing
a
television
advertisement
  What
were
some
features
of
the
product?
 (Appendix
A)
in
the
target
language.
  How
was
the
content
delivered
(genre)?
  Was
the
commercial
convincing?
Why
(not)?
 2.
 
 
 According to Gagne, one way to motivate students  Students
will
read
project
guidelines
and
accompanied
 Informing
Learners
of
the
 to learn a new concept is to inform them of their  rubric
(Appendix
B).
 
 Afterwards
students
will
complete
 Objective
 expectations.  a
short,
pre‐project
self‐assessment
(Appendix
C)
that
 
 will
allow
students
to
reflect
upon
the
intent
of
the
 After
the
discussion,
the
instructor
will
state:
 project,
its
benefit
to
their
education
and
their
intended
 “The
purpose
of
a
commercial
or
infomercial
is
to
 course
of
execution
of
the
project.
 
 persuade
the
viewer
to
buy
in
to
your
product.
 
 Since
commercials
must
be
short
and
to
the
point,


3.
 Stimulating
Recall
of
Prior
 Learning


4.
 
 
 Presenting
the
Content


you
must
be
mindful
of
the
vocabulary
included
in
 the
advertisement.
 
 Your
goal
over
the
next
three
 days
is
to
create
a
60‐90
second
persuasive
 infomercial
in
Spanish
that
incorporates
the
 vocabulary
from
this
lesson.”
 By activating prior knowledge, students are able to  learn new concepts more effectively because they  are able to expand their current knowledge base.  
 The
teacher
will
provide
students
with
a
 brainstorming
activity
that
seeks
to
use
newly
 acquired
vocabulary
creatively
and
purposefully.
 
 
 
 The
teacher
will
ask
provide
groups
of
students
with
 three
random
vocabulary
words
from
the
lesson.
 
 
 The
teacher
will
then
ask
each
group
to
create
a
 product
or
service
that
could
provide
a
resolution
to
 an
assigned
problematic
situation
(also
related
to
 the
lesson’s
vocabulary).
 
 Their
three
vocabulary
 words
must
be
integrated
into
either
the
problem
or
 the
resolution.
 
 The
teacher
will
then
assess
each
group’s
ability
to
 integrate
the
vocabulary
words
into
a
sale’s
pitch
of
 their
proposed
product/service
by
means
of
a
given
 checklist
of
requirements
(Appendix
D).
 
 The best way to present the stimulus for a motor  skill (pronunciation of a Foreign Language) is to  demonstrate it.  
 Before
assigning
students
their
groups
for
the
video
 project,
the
instructor
will
show
a
few
examples
of
 past‐student
projects
that
received
high,
average,
 and
below
average
scores
based
upon
the
project
 rubric.


Students
will
have
15
minutes
to:
  Brainstorm
how
the
vocabulary
words
could
 be
integrated
into
a
resolution
of
the
given
 problem.
  Decide
what
product
or
service
will
resolve
 the
problem.
  Create
an
extremely
short
“sales‐pitch”
in
the
 target
language
for
their
product/service
by
 incorporating
the
three
vocabulary
words.
 


Students
will
watch
the
student
project
with
intent.
 
 They
should
distinguish
specific
characteristics
and
 content
that
affected
the
overall
grade
of
each
project.
 
 Students
will
then
have
several
minutes
after
the
 viewings
to
ask
clarifying
questions
of
the
instructor
 about
their
expectations
of
the
project.
 


5.
 
 
 Providing
“Learning
 Guidance”


6.
 
 
 Eliciting
Performance


7.
 
 
 Providing
Feedback


The learning outcome for speaking a new language  can be categorized as a “motor skill”.    The  instructor must provide the following conditions for  learning a motor skill:  1. Providing guidance    2. Arranging repeated practice.  3. Giving immediate and accurate feedback.  4. Encouraging the use of mental practice.  The motor skill of speaking must be broken down  into separate component skills.    During each  segment of the lesson, the instructor must provide  immediate feedback as to provide smooth,  sequential transitions.  
 As
students
are
rehearsing
their
videos,
the
 instructor
should
be
listening
for
errors
in
 pronunciation
of
vocabulary
words
as
well
as
 incorrect
syntax
of
dialogue
so
as
to
offer
 immediate
feedback
to
group
members.
 
 Throughout
the
two‐day
preparation/filming
period,
 the
teacher
should
offer
progress
checks
to
keep
 the
students
on
task.
 
 
 By eliciting performance, the instructor can  determine if students were able to learn during  those opportunities.  
 The
instructor
should
designate
an
entire
day
for
 filming
the
projects
in
order
to
allow
students
the
 opportunity
to
perfect
their
pronunciation
and
 exchanges
of
dialogues.
 The
type
of
feedback
needed
for
this
type
of
 learning
outcome
should
be
focused
upon
showing
 the
students
how
to
improve
their
pronunciation
 and
their
ability
to
circumlocute.
 
 Teacher
should


Students
will
have
one
half
of
a
class
period
to
 brainstorm
and
storyboard
with
their
groups.
 
 They
are
 required
to
create
a
60
second
infomercial
or
 commercial
using
as
much
vocabulary
from
the
lesson
as
 possible.
 


Students
will
have
one
full
class
period
to
finalize
their
 ideas
and
obtain
enough
footage
so
as
to
create
a
 creative
60‐second
infomercial
on
a
given
 vocabulary‐based
theme.
 
 Students
will
create
their
videos
using
the
iMovie
 software
in
the
school’s
Audio/Visual
Mac
Lab.
 
 Students
already
have
prior
experience
working
with
the
 software.
 Students
will
be
aware
of
their
goals
for
each
class
 period
and
must
self‐govern
to
make
sure
they
can
 complete
their
projects
in
a
timely
matter.
 


8.
 
 
 Assessing
Performance


9.
 
 
 Enhancing
Retention
 and
Transfer





facilitate
the
efficiency
/
effectiveness
of
class
time.
 Throughout
the
three‐day
brainstorming/
filming/
 editing
sessions,
teacher
is
grading
each
group
on
 their
ability
to:
 1. Work
as
a
team
 2. Work
efficiently
and
stay
on
task
 3. Completing
all
necessary
checkpoints
 Teacher
will
also
assess
the
final
video
project
using
 the
given
rubric.
 The
final
stage
of
the
nine
instructional
events
is
 designed
to
encourage
students
to
reflect
upon
 their
own
learning
and
how
they
could
apply
what
 they
have
learned
to
other
situations.
 
 In
addition
to
the
video
project,
the
teach
will
also
 assign
the
bi‐weekly
electronic
journal.
 
 The
 e‐journal
would
have
a
parallel
theme
to
the
video
 project
in
order
to
promote
student
reflection
and
 transfer
to
other
skills
within
the
same
course.
 


Students
will
be
expected
to
work
effectively
in
small
 groups
to
complete
the
video
projects,
of
which
they
 will
be
assessed
using
the
given
rubric.


Aside
from
the
video
project,
students
will
complete
 their
bi‐weekly
e‐journal
that
is
themed
analogously
to
 the
project
(Appendix
E).