Discussion week 3

Discussionweek 3

  1. Suppose you have the task of creating instruction for patients on wellness activities. What is your instructional strategy?

Forthe current task of creating instructions for patients on wellnessactivities, I will take up the role of a fitness expert teachingpatients about the importance of engaging in physical exercises andthe different array of exercises they can take up in order to improvetheir health conditions. I will utilize Robert Gagne’s nine stepsof instruction as my instructional strategy. The nine steps ofinstructions strategy holds that for effective learning process totake place, the learning framework should include nine events namelygaining attention, providing a learning objective, stimulating recallof prior knowledge, presentation of learning materials as wellproviding guidance for learning. Other events are elicitingperformance, providing feedback, assessing performance and enhancingrendition and transfer.

Togain the attention of the patients, I will start by narrating to thema story about an individual who despite having health complicationsnever saw the importance of physical exercises. I will compare hissituation to another individual who had similar complications but dueto his tendency to frequently engage in physical exercises, was ableto recover much faster and even avoid other complications. I willalso inform them why engaging in physical exercises is beneficial toboth the sick and healthy individuals. Learning objectives will beprovided by breaking the instructions into less formalizedstatements. This will facilitate easy understanding by allowing thelearners to organize their thoughts with regard to what will belearnt and performed. Recall of prior knowledge will be stimulated bytesting the learners on what they already know about the topic.Allowing the learners to draw mind maps and take notes would also beeffective in stimulating prior knowledge.

Thelearning materials will be presented to the learners in a way thatthe information is blended in order to encourage recall ofinformation. Visual aids such as graphs and pictures would beutilized in order to enhance the learners’ level of understanding.Guidance on how to learn the skills will be provided by giving thepatients guidelines on various exercises they can perform. I willprovide demonstrations on the different types of exercises they cancarry out. Performance will be elicited by encouraging the learnersto try out what I will be doing during the demonstration. This willgive the chance to practice and be corrected when they perform thesaid exercises in an inappropriate way. Feedback will be providedthrough verbal comments. I will tell the learners that they are doinga good job and correct those who might still be finding it difficultto carry out the exercises in the right way. General progressinformation would be provided at the end of each session as a way ofevaluating progress. Rendition and transfer will be enhanced byproviding additional exercise.

  1. &nbspPretests: Tell us what you think of pretests and submit your choice of three pretest questions (with answers and page numbers that supply that answer) on the readings that have been assigned thus far.

Ithink pretests make it possible for instructors to get anunderstanding of the learners’ levels of knowledge prior to thebeginning of a class or a course. It allows the instructors to findout whether the learners have a hint of the topics and issues beingcovered in a lesson. Comparing the outcomes of a pretest to that of apost-test also makes it possible for true learning to be measured.

Pretestquestions

  1. What is the major purpose of Instructional analysis?

Topoint out the knowledge and skills that ought to be part ofinstruction (p. 41)

  1. Why is performance objective an important concept?

Itprovides a detailed description of what the learners will be able todo at the end of the whole process of providing the instructions (p.118)

  1. What are the four types of tests of criterion-referenced?

Pretest,entry level, practice test, post-test (p. 139)

References

Dick,W. Carey., L. (2015). Thesystematic design of instruction(8th ed). Upper Saddle River, NJ: Pearson Education

Gagne,R. (1985).&nbspTheconditions of learning&nbsp(4thed.). New York: Holt, Rinehart and Winston.