Integrated learning strategies play a major
role in the success of any workshop or learning situation, but
putting on a workshop is no small matter even with a list of strategies.
A team or systems approach helps to create a well-orchestrated
workshop. Members of the team ideally use skills that involve
needs assessment, instructional design, program development, program
implementation, and constant evaluation. Knowledge of learner
composition, goals and objectives, content specific issues, instructor/facilitator
skills, learning environment, media availability, time constraints,
and budget are among the many variables involved in putting together
an effective workshop.
There are a number of ways to manage and integrate all of the above factors. One tool is PLANalyst, a computer program created by Dr. Bernie Dodge, Professor of Educational Technology at San Diego State University, San Diego, California.
Whether you use PLANalyst or not, the learning strategies, or as Dr. Dodge refers to them as PLANalyst Event Categories, represent a key component to enhanced instruction.
Remember, there are many elements that
go into making worthwhile instruction. We hope that the tools
we have placed at your disposal will help. Good luck!
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Prior Knowledge Activation Reminds learners of what they already know. Activating prior knowledge readies the mind to accept and retain new information. | |||
Strategy | Description | Example | |
| Review Previous Learning | Remind learners of past experience that the present lesson will build on. Ask for accounts of prior experience in this domain. | Pose question(s) about specific experiences that would lead to current topic, then ask students to write (brainstorm) answers for several minutes, then have facilitated group discussion, have someone record responses for everyone to see during discussion. Brainstorm, Nominal Group Technique |
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| Use Analogy | If the present lesson has some similarity to something the learner already knows, describe the similarity before presenting new information. | Tell a story about a relevant experience that will link to current subject. Make sure to draw specific parallels during and after the story. Storytelling | |
| Ask Review Questions | Remind learners of prior knowledge by asking questions about it. | Thoughout seminar link what was learned in previous sessions by showing Presentation tool presentation with highlights of what was learned. Give a short culminated problem or project after each section. Have students respond to a Web forum or chat. Reflection/Evaluation, Listening Team |
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| Other |
Information Preview These strategies describe ways to alert the learner about what is to come. By previewing the lesson, you indicate what is important to attend to and understand | |||
Strategy | Description | Example | |
| State Objectives Informally | State what the learner will learn witout going into specifics about the conditions and standards of performance. | ||
| Show Final Goal | Show an example of the final product of skill this lesson will lead to. |
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| Provide Overview (Syllabus) | Describe at a general level, the information that you're about to present. | Send a preclass newsletter.Host a class web site with syllabus. Give handouts. Show tangible outcome(s) of class and hit the high points of the process. |
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| Provide Background | Describe new information that is necessary before going into detail in the present lesson. | Start with leading question(s) to establish learner prior knowledge and focus, then spring into elaboration. Show short video or multimedia presentation on the subject. |
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| Instructor Pre-Questions | Raise questions that will be answered by the lesson that follows. This orients learners to important information to follow. | Have Presentation tool presentation or overhead with questions showing at beginning of session. Give outcome(s) or tell scenario that sets up questions. Problem-solving |
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| Learner Pre-Questions | Elicit questions from learners that they hope to have answers for by the end of the session. This provides guidance on their interests & needs. | Have learners take several minutes to reflect upon then write questions in notebook (not turned in), or on a card (turned into facilitator), or web forum for everyone to see |
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| Advance Organizer | Describe the conceptual structure of the lesson to follow at a high level of generality. | Provide handouts (Presentation tool-3 to a sheet if presentation to follow is PP). Have them do a brief intro reading from an article, possibly generate several different readings then have people break into reading groups and discuss as small group then as large groups. Peer Teaching |
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In a perfect world, learners would come to us eager to absorb everything we want to teach. In this world, you need to remember to show the learners why the content is relevant, interesting, or valuable. A motivation strategy should be used early in a lesson to get the learners' attention. For long lessons or for learners who are not highly motivated, additional strategies should be distributed throughout the lesson. | |||
Strategy | Description | Example | |
| Novelty | Do or show something out of the ordinary. | Site bizzare (related) news clippings or magazine articles, show clip from movie that relates, but might not be thought of as serious reference. Have the students do a timed web search for specific subsets of topic. Have students do role play. Have someone else come in and stage a role play. Engage learners in a game that relates to, or sets up lesson. Field trip. Preferably something that engages multiple senses. Discovery/Info Search, Role Play, Relation to current events |
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| Arouse Uncertainty | Present something that seems to contradict what the learners already know. (Be sure to allow the learners to resolve the uncertainty at some point.) | Give demonstration or site case study of an unorthadox solution. Forecasting |
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| Evoke Mystery | Present an unresolved question that may be unanswerable. | Give several small groups a problem that are based on potential future scenarios or technologies, require forecasting. Problem could be a photo of an unresolved incident, or it could be the end of a SciFi movie, or a computer similation. Leave topics general enough to allow nonexperts to have valid opinions. Then bring the total group together for discussion. Forecasting, Elaboration |
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| Cite Model | Describe someone the learners would identify with who has mastered this content. Or... if the learners identify strongly with you, use yourself. | Present a case study. Ask learners to site personal case studies. Have a video conference with an expert or credible source. Case Study |
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| Use Anecdote | Describe the content in terms of a story to make the lesson more concrete and personal. Use people to exemplify the content, or use your own experience. | Present a case study. Ask learners to site personal case studies. Have known or credible guest speaker either on video or video conference. Storytelling |
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| Establish Future Relevance | Describe how the lesson relates to future needs and activities of the learner. | Give scenario (case study) that integrates what is being learned with what skills or knowledge will be required to perform upcoming tasks. Highlight key process steps. Simulation, Survey, Live-Link |
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| Establish Relevance to Past | State that the lesson builds on the learner's existing knowledge and skills. | Present a problem at the beginning of session that can be answered without new information. Give prompts so learner knows to link to prior knowledge. Small group or individual, present solutions in either group discussion or on web forum. Possibly use chat to have interactive problem solving. Problem-solving |
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| Raise Confidence | State that the learner will be able to master the content, even if that seems unlikely at the moment. | Develop incremental deadlines that allow process to be broken into small units. Review, remediate, and reinforce process. Construction Spiral | |
| Establish Need | Provide a practice or other experience that shows the learner that they don't now know all they need to know. | Present a scenario that appears to have a simple solution, ask for dialog, make sure to highlight alternative solutions and the effect of random uncontrollable events. Elaboration |
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| Establish Tie to Interests | Show a link between the lesson and a hobby or age-relevant interest of the learners. | Use analogy between strategy(ies) or skill(s) required for lesson and same strategy(ies) or skill(s) used in problem solving or execution of activity or sport. Forum, Round |
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| Other |
Information Acquisition Teaching can be defined as the careful creation of an environment for learning. One style of teaching, direct instruction, puts the burden of information packaging on the instructor as broadcaster of well-sequenced information. Another approach, indirect instruction, puts more of the responsibility of learning on the learners themselves through inquiry and small group collaboration. In either case, the strategies below describe some of the ways in which a space for learning can be made. | |||
Strategy | Description | Example | |
| Examples/Non-examples | Give examples & non-examples of concepts and principles. Plan on presenting some and having more in reserve for individual remediation. | Present brief case studies, have learners read short articles, show computer simulation print outs or screen representations, show video clips, try to encompass learner interaction via hands on or small group discussion. If possible allow learner to see through using example why it works or does not work. Video Analysis |
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| Inquiry - Group | Learners work in a team accessing information with a task in mind. | Present a problem that requires a team solution. Have individuals take on the role of a team member with a specific function, provide reference materials (print or web based), then have them get together with the entire team to present their contribution to the team. If there are enough people to have more than one individual with the same role allow them time to share discoveries and strategies. Have the teams present their solutions to the whole group. Buzz Groups, Nominal Group Technique, Jigsaw |
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| Definitions & Examples | Present short definitions and examples for a number of concepts and/or principles combined. For simple content which may be somewhat familiar. | Show a video or provide a short reading that uses the definitions or examples, then ask them to restate definitions through guided questions, a small problem, or group discussion. Provide handouts with a glossary or examples, but make sure that there is room for the learner to make notes. Concept Models |
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| Participatory Presentation | Instructor alternates between presenting a small bit of information and calling upon learners to fill in the next part. | Discussion Pose thoughtful questions that lead learner to find correct answers and keep group focused on topic such as: 1. Description: What did you see? What happened? What is the difference between...?; 2.Common purpose: What is the purose of...? What is the usual function of...?; 3. Procedures: How does one normally do...? how was this done? What is the normal (non creative) next step?; 4. Possibilities: What else could...? How could we...? If we didn't hvae, or couldn't use, ..., what could...?; 5. Prediction: What will happen next? What will you see? What will be the effect?; 6. Justification: How can you tell? What evidence led you to...?; 7. Rationale for reality: Why is it that way? What is the reason for it?; 8. Generalization: What is the same about...and...? What could you generalize from these events? What principle is operating?; 9. Definintion: What does...mean? Define the word... Jigsaw |
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| Problem Definition | Examine a problem situation to determine what the problem is, or which one will be tackled now. | Present the problem then break into small groups for analysis of problem, or have large group go through a facilitated brainstorm where learners provide input and possible action plan. Jigsaw |
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| Discussion | Let learners provide some of the content through your guidance. Encourage participation by all. | Allow each person to speak for 2-3 minutes or open dialog to entire group with facilitator moderating pace and direction, restating learner quotes, and posing questions to individuals who may not have contributed. Round |
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| Socratic Dialog | Learners take and defend a position or thesis. Teacher prods and extends dialog by questioning. | Break group into two or more subgroups, each with a specific perspective, provide reference materials (print or web based), allow groups to process materials and meet within group, then allow time for open debate. Info Search |
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| Analogies | Describe your topic in terms of its parallels with something else that the learners are likely to be familiar with. | Present a case study. Ask learners to site personal case studies. Have known or credible guest speaker either on video or video conference. Concept Models, Panel |
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| Inquiry - Individual | Learner accesses information with a task in mind. | Present a focused problem that requires the individual to be the final decision maker. Provide reference materials (print or web based), then have them get together within a small group to present their findings. Then have the larger group discuss the issues. |
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| Other |
Practice & Feedback For the majority of us without photographic memories, learning requires practice and feedback. Without it, all we have is information spray. The task of providing feedback can rest solely with the instructor, or it can be shared with the learners to their advantage. | |||
Strategy | Description | Example | |
| Group Practice (Guided) | Two or more learners work together practicing skills or knowledge already presented with teacher help as needed. | Present examples and information on a specific topic then as small teams to apply knowledge to a practical problem. Allow either self selection for teams or by calling out numbers and putting like numbers together in teams. Give ample time to work on problem and ensure that appropriate materials are available. You may have the practice sessions over a period of time (shorter intervals several times, possible culminating in a final project) to reinforce prior learning and enable introduction of new learning. Concept Models, Panel, Jigsaw |
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| Group Feedback | Provide solutions to problems to whole group, letting individuals evaluate their own response. | Concept Models, Panel |
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| Simulation | Provide a simulated situation which allows learners to practice the skill. | Problem scenario in small groups using specific assets and equipment, perhaps in a role play. |
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| Brainstorming | Learners work together generating ideas quickly without stopping to judge their worth. | Synectics facilitate group discussion on specific topic using responses to what is 1. similar, 2. opposite, 3. feels like, 4. similar, and then 5. syntheze 1-4. Do each section separately. Have a wait period between each section. |
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| Role Play | Simulate people interacting on a task. Appropriate for affective objectives and the development of interpersonal skills. | Create a scenario that requires two or more participants with specific roles to present possible insights. Make sure to give background information on each role. Try to have people in roles that they would not normally fulfill; although allow voluntary selection. Give time for individuals to think about there role and rehearse with the other characters, then have them present role play in for entire group. Have people from large group come into play and speak for, or as character (this provides much more dynamic elaborative insight and greater group interaction). |
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| Q & A | Let learners check their understanding by asking questions of instructor. | Reflection/Evaluation |
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| Debriefing | After an activity, discuss what was learned and how it was perceived. | Reflection/Evaluation |
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Closure All good things come to an end. A well designed lesson should end with a look back at what happened, so that learners can resolve lingering uncertainties and consolidate their understanding. Here are several ways to accomplish that. | |||
Strategy | Description | Example | |
| Reflection | Have learners reflect on what they've just learned. This can take the form of a learning log or something to be handed in. | Give the learners a prompt then have them write in a journal for 5-10 min., then have a group discussion on reflections. (possibly play music in background) |
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| Instructor Summary | Instructor reviews what has been presented, highlighting the important aspects. | Evaluation | |
| Learner Summary | Learners restate what has been presented, highlighting the important aspects. | Peer Teaching |
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| Other |
Other Not every second of a lesson is spent on the acquisition of skills and knowledge. There are necessary logistical tasks that should be included in the lesson design because they can't be neglected and because they take up some amount of time. The ideal, of course, is to keep this time off-task to a reasonable minimum. | |||
Strategy | Description | Example | |
| Ice Breaker | Short, structured activity designed to acquaint learners with each other and perhaps introduce content. | Give group a list of experiences, then have each individual find people with those experiences, have them write name next to experience.
Have people mingile and arrange by: Job types, experiences, cities lived in, greatest accomplishment, favorite activity, etc. Have each person briefly introduce themselves (use a prompt question to focus on specific types of info) |
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| Social | Unstructured time for students and instructor to get acquainted, chat. Establish friendly environment. Food helps. | Cocktail party, barbeque, go to an event that would be germane to seminar then allow time after to talk (movie, play, demonstration, lecture, etc.) |
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| Break | Interval for refreshment, stretching, biology. | Make sure there is a ample supply of beverages and food, include water, juices, sodas, coffee, tea, and other appropreate items. Allow 15-20 min. Make sure area is always clean and freshly stocked. | |
| Transition | Have learners move into another configuration... seated in groups, move to computers, etc. | Pose a question, and or small project to be done at next venue.
Fishbowl with questions to be answered. | |
| Session Evaluation | Learners complete questionnaire evaluating the session. | Provide 5 minutes for personal reflection on session, then have an open group discussion on personal perspectives. Have questionnaire with Lickert scale (1-5 answers) and open ended questions with room for comments and elaboration. Forum |
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| Other (Instructional) | Instructional events not adequately described by any of the other options on the menu. | ||
| Other (Non-Instructional) | Non-instructional events not adequately described by any of the other options on the menu (e.g., disciplinary actions, disruptions, etc.) | ||
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