STRATEGIC INSTRUCTION MODEL (SIM)

Presenters:
Engr.Muhammad Mujatab Asad

WHAT QUESTIONS WILL BE ANSWERED TODAY?

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

STRATEGIC INSTRUCTION MODEL (SIM)

Out of this ef fort, the Strategic Instruction Model , or SIM, has evolved. In essence, SIM is about promoting ef fective 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.

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 Model
is about

Responds to

Current Realities

Promoting Learning Coverage For All Learners

Includes Requires informed and explicit

Is supportedTeaming by

Requires instruction in and infusion of

Strategic Instruction

Such as

Key Components
Such as Such as

Teaching Routines

Learning Strategies

Smarter Planning

A Continuum of Action

WHAT ARE LEARNING STRATEGIES?

WHAT ARE LEARNING STRATEGIES?

Approaches to teaching students how to think about and solve problems, orteaching 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.

PATHWAYS TO SUCCESS
Partnership Provide numerous supports for academic success (tutoring, direct instruction, parent education) Instructional coaches in middle and high schools Professional Learning Communities

PROFESSIONAL LEARNING COMMUNITIES

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

WHAT ARE THE EFFECTIVE STRATEGIES SUPPORTED AND FIELD TESTED?

LEARNING STRATEGIES
Strategies for Strategies for information Strategies for Strategies for performance Strategies for Strategies for Strategies for reading studying & remembering writing improving assignment & test effectively interacting with others motivation math

STRATEGIES FOR READING

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

STRATEGIES FOR STUDYING & REMEMBERING INFORMATION

FIRST-Letter Mnemonic Strategy Paired Associates Strategy LINCS Vocabulary Strategy

STRATEGIES FOR WRITING

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 IMPROVING ASSIGNMENT & TEST PERFORMANCE

Assignment Completion Strategy Strategic Tutoring Test-Taking Strategy Essay Test-Taking Strategy

STRATEGIES FOR EFFECTIVELY INTERACTING WITH OTHERS

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 MATH

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

ADDIE MODEL
A systematic instructional design model

WHAT IS ADDIE?
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.

ANALYSIS
During analysis, the designer identifies the learning problem, the goals and objectives, the audiences 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 h t t p : / / w w w. l e a r n i n g - t h e o r i e s . c o m / a d d i e - m o d e l . h t m l

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 dont 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

A nalyze learners S tate objectives S elect methods, media, and materials U tilize media and materials R equire learner participation E valuate and revise

ANALYZE LEARNERS
Identify learners General 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 specific State 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 demonstrated Conditions under which the behavior will be observed Degree 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 exercise 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:
Cognitve Affective Motor Skills

SELECT METHODS, MEDIA, AND MATERIALS

Decide on appropriate method Choose suitable format Select available materials Modify existing materials Design new materials

 Obtaining Specific Materials: Select, Modify, or Design? Having decided what media format suits your immediate instructional objective; you face the problem of finding specific materials to convey the lesson. Selecting Available Materials The 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 learners Conduct instruction

REQUIRE LEARNER PARTICIPATION

Active mental engagement Allow learners to practice Provide feedback

EVALUATE/REVISE

final component of our ASSURE model for ef fective learning most frequent type of evaluation is the paper -and-pencil test The most frequent thought of purpose is to measure student achievement.
THE

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.