Developing Developing Instructional LessonsInstructional Lessons

Abbas Johari, Ph.D.Abbas Johari, Ph.D.

September 27, 1999September 27, 1999© 1999, All Rights Reserved.© 1999, All Rights Reserved.

Developing Instructional LessonsDeveloping Instructional Lessons

• MacroMacro Events of Instruction Events of Instruction

• MicroMicro Organization & Design Organization & Design

CoherenceCoherence

EditingEditing

StyleStyle

Macro: Events of InstructionMacro: Events of Instruction

AA -- Analyze Learners -- Analyze Learners

SS -- State Objectives -- State Objectives

SS -- Select Methods, Media, & Materials -- Select Methods, Media, & Materials

UU ---- Utilize Media & Materials Utilize Media & Materials

RR -- Require Learner Participation -- Require Learner Participation

EE -- Evaluation & Revise -- Evaluation & Revise

The ASSURE ModelThe ASSURE Model

Macro: Events of InstructionMacro: Events of Instruction

A -- Students, trainers, teachers, etc.A -- Students, trainers, teachers, etc.

S -- What the learner will be able to doS -- What the learner will be able to do

S -- Built a bridge between A & SS -- Built a bridge between A & S

U U ---- Plan how the materials will be used Plan how the materials will be used

R -- Active mental engagementR -- Active mental engagement

E -- Asses student’s LEARNINGE -- Asses student’s LEARNING

The ASSURE ModelThe ASSURE Model

Macro: Events of InstructionMacro: Events of Instruction

1. Gaining Attention1. Gaining Attention

2. Informing Learners of Lesson Objective2. Informing Learners of Lesson Objective

3. Stimulating Recall of Prior Knowledge3. Stimulating Recall of Prior Knowledge

4. 4. Presenting Stimuli with Distinctive FeaturesPresenting Stimuli with Distinctive Features

5. Guiding Learning5. Guiding Learning

6. Eliciting Performance6. Eliciting Performance

Macro: Events of InstructionMacro: Events of Instruction

7. Providing Informative Feedback7. Providing Informative Feedback

8. Assessing Performance8. Assessing Performance

9. 9. Enhancing Retention and Learning TransferEnhancing Retention and Learning Transfer

The Gagne’s ModelThe Gagne’s Model

Macro: Events of InstructionMacro: Events of Instruction• Gaining AttentionGaining Attention• Stating ObjectivesStating Objectives• Recalling Prior KnowledgeRecalling Prior Knowledge• Presenting StimuliPresenting Stimuli• Guiding LearningGuiding Learning• Eliciting PerformanceEliciting Performance• Providing FeedbackProviding Feedback• Conducting AssessmentConducting Assessment• Facilitating TransferFacilitating Transfer

> AlertnessAlertness> ExpectancyExpectancy> Retrieval Retrieval > Selective PerceptionSelective Perception> Semantic EncodingSemantic Encoding> RetrievalRetrieval> ReinforcementReinforcement> RetrievalRetrieval> GeneralizationGeneralization

Micro: Text OrganizationMicro: Text Organization

Increase Readability, Emphasis, and AppealIncrease Readability, Emphasis, and Appeal

• White SpaceWhite Space

• HeadingsHeadings

• TypographyTypography

White Space: PurposeWhite Space: Purpose

• Shows Text Organization Visually Shows Text Organization Visually

• Signals the End of One Section and the Signals the End of One Section and the Beginning of the Next, Beginning of the Next,

• Emphasizes Important Ideas by Emphasizes Important Ideas by Isolating ThemIsolating Them

• Allows Presentation of Ideas in More Allows Presentation of Ideas in More Manageable Bits.Manageable Bits.

To Increase White SpaceTo Increase White Space

• Use Paragraphs Averaging 150-200 Use Paragraphs Averaging 150-200 Words, Five Sentences, or 1.5 inches of Words, Five Sentences, or 1.5 inches of Single SpaceSingle Space

• Vary the Length of the ParagraphsVary the Length of the Paragraphs• Write Paragraphs with a Topic Sentence Write Paragraphs with a Topic Sentence

and Support Sentences, and Eliminate and Support Sentences, and Eliminate RepetitionRepetition

• Use ListsUse Lists

Headings & SubheadingsHeadings & Subheadings

• Should Make Sense on Their OwnShould Make Sense on Their Own

• Should Capture the Essence of the Idea(s) Should Capture the Essence of the Idea(s)

Typography: Purpose & UsageTypography: Purpose & Usage

Bold, Italics, Underlining, Fonts, Size, CapitalsBold, Italics, Underlining, Fonts, Size, Capitals

• Use for Important Ideas OnlyUse for Important Ideas Only

• Be ConsistentBe Consistent

• Choose Serif Fonts for Extended TextChoose Serif Fonts for Extended Text

• Choose Sans Serif Fonts for Short Phrases, Choose Sans Serif Fonts for Short Phrases, Examples, etc. (They are less formal)Examples, etc. (They are less formal)

Coherence, Editing, & StyleCoherence, Editing, & Style

• Provide Logical Flow by Opening and Provide Logical Flow by Opening and Closing TransitionsClosing Transitions

• Make Writing Concise by Avoiding Make Writing Concise by Avoiding Wordiness and Overlong Sentences Wordiness and Overlong Sentences

((e.g., e.g., ifif instead of instead of in the event that)in the event that)

• Make Tone AppropriateMake Tone Appropriate

((e.g., conversational or formal, active or e.g., conversational or formal, active or passive) passive)

Procedure WritingProcedure Writing

• Present in Simple Steps and in OrderPresent in Simple Steps and in Order

• Write the Steps in a Numbered ListWrite the Steps in a Numbered List

• Use Time or Sequence Words such as Use Time or Sequence Words such as FirstFirst andand Then Then

• Divide the Steps in Groups if More than 10Divide the Steps in Groups if More than 10

• Use Action VerbsUse Action Verbs

SummarySummary

For Developing Instructional Lessons:For Developing Instructional Lessons:

• Use Events of Instruction to Ensure Use Events of Instruction to Ensure Instructional AdequacyInstructional Adequacy

• Use Text Organization Guidelines Use Text Organization Guidelines Including Desktop Publishing Strategies Including Desktop Publishing Strategies to Ensure Cosmetic Adequacy to Ensure Cosmetic Adequacy

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