Design+Team+Member+D2

**Strategies table**
//**Identify the instructional strategy for each concept, task, skill, or procedure addressed in your instructional objectives. Document it in a table format based on the relevant Prescriptions for Teaching (facts, concepts, principles and rules, procedures, interpersonal skills, and/or attitudes) as explained in Chapter 7. Examples of strategies based on the type of tasks are included in Table 7-3 through Table 7-10. Your completed document will be in the form of the relevant table.**//

====According to ( Ekwensi, Moranski, & Townsend-Sweet, 2006) “instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles” (cited in Clark, 2009, para. 1). ====

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==== Learning described by (Morrison, Ross, Kalman, & Kemp, 2011) “is an active process in which the learner constructs meaningful relationships between the new knowledge presented in the instruction and the learner’s existing knowledge” (p. 150). In other words, what the authors were saying is that instructional strategy can be determined by using a well-known method of Know-Want to Know-Learn (K-W-L) graphic organizer. Where the learners (K-12 teachers) can generate what they know based off information or instruction learned for their classrooms, so they can demonstrate what they have learned or can utilize for instruction, and they could even facilitate what they want to learn from the instruction. ====

==== “The planning of an instructional strategy is an important part of the overall instructional design process…this is where you deal with how to actually instruct the student,” (Instructional Strategy, n.d., para. 2) in this case the students are the (K-12 teachers). A strategy that ignores the learner’s prior knowledge and is too difficult can result in misconceptions and a lack of understanding” (Morrison, Ross, Kalman, & Kemp, 2011, p. 151). ====

==== (Dick & Carey) have created several elements of instructional strategies that will be composed throughout this presentation. These strategies are the sections used to help assemble the instruction along the way. They are as follows: 1) " Content Sequence and Clustering, 2) Learning Components, 3) Student Groupings, and 4) Selection of Media and Delivery Systems" (Instructional Strategy, n.d.). Each component or element above can be compared to our different page links described in the design document. ==== ==== The Instructional Strategy table below is a broad prescription for teaching the learning strategies obtained using the set objectives. It is based on the relevant “content of the objectives and the type of performance” (Morrison, Ross, Kalman, & Kemp, 2011, p. 152-153). The strategies embedded into the table were based on the projects instructional objectives and tasks, which helped to describe the appropriate performance, content, and instruction to fit together to form our relevant teaching strategical table. ====

Table: Strategies on Assessment Methods for Project-Based Learning (PBL)


 * ** Objective ** || ** Performance ** || ** Content ** || ** Strategy ** || ** Instruction ** ||
 * Teachers will be able to identify and explain 5 components of PBL unit plans (21st century skill acquisition, authentic assessment using a rubric, use of technology, interdisciplinary focus and the sharing of results with wider community). || Application || Concept || Demonstrate, Apply, Organizational || Teachers will be shown a Prezi Presentation demonstrating the process of writing PBL unit plans and assessments incorporating the five components. Teachers will then be asked to Think-Pair -Share their ideas of how to incorporate PBL in their curricula. ||
 * Teachers will be able to compare and contrast effective PBL rubrics. || Recall || Procedure/Interpersonal || Demonstrate, Intricate, Practice, Inquire, Model || Describing assessment models when using rubrics, the teachers will compare two to three PBL rubrics. The learner will practice working a project and determine which assessed rubric to use to measure understanding ||
 * Teachers will be able to create an outline for their own PBL unit (including rubric for assessment). Their outline will include the standards that they are targeting. || Recall/Application || Attitude || Model, Practice, || After seeing the examples of PBL units and assessments, the teachers will fill out an outline for their own PBL unit in a K-12 environment. The students will identify the types of resources needed. ||

Clark, D. (2009) Bloom's taxonomy of learning domains: The three types of learning. Retrieved from [|http://nwlink.com/~donclark/hrd/bloom.html]

Lesson 8: Instructional Strategy. n.d. Retrieved from []

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.