Davidson-Shiver and Rasmussen’s Instructional Strategy Planning Chart Example

Dick, Carey, and Carey: Instructional Strategy - Student Grouping

Dick, Carey, and Carey: Instructional Strategy - Delivery and Media Selection

ISD Project: Plan the Instructional Activities

ISD Project: Plan the Instructional Activities (continued)

Example Instructional Strategy Planning Chart using the 4 components of Davidson-Shiver and Rasmussen (2006) identified Instructional and Motivational Strategies

Component	Instructional Strategies		General Lesson Examples
Orientation
Overview or Advanced Organizer	Text description of a lesson or a course; graphical organizer; overview vodcast or podcast; course welcome	A welcome statement that describes the topic of the course; 1 graphic A 1-2 minute podcast to overview the topic, explain the "why" (goals and objectives) of the lesson, and illustration/ story
Objectives	List; demonstration of outcomes; icebreaker; syllabus	A list A 1-2 minute podcast to overview the topic, explain the "why" (goals and objectives) of the lesson, and illustration/ story
Relevance of instruction to the learner	Illustration; icebreaker; game	Icebreaker that asks students to create a KWL chart on lesson topic and why they are interested in the topic A 1-2 minute podcast to overview the topic, explain the "why" (goals and objectives) of the lesson, and illustration/ story
Prior Knowledge	Advance organizer; pretest; blog to share relevant story	Icebreaker that asks students to create a KWL chart on lesson topic and why they are interested in the topic
Navigation	Navigation tutorial; sitemap; detailed text directions; student guide	Flash-based navigation tutorial that show students how to navigate the lesson and explains the various components A discussion forum for technical problems and logistical questions Directions for how to access university tech support.
Instruction
Content and Information	Direct instruction via text, audio, video streaming; case studies, interactive tutorials, simulations, games, modeling, reading assignment, web search, webquest, learning units, student led discussions or presentations, discussion prompts/ Socratic dialogue		Text- based interactive lesson Software tutorials Links to websites Recommended readings
Learning Cues	Guiding graphics or audio, Guided learning, mentorship, emphasize text (e.g. bold), Audio annotation, highlight documents visually or auditory		Visuals to highlight key lesson point Relevant examples Reflection questions to tap prior knowledge
Practice	Games, role-play, Webquests, virtual field trips, drill, Synchronous Q&A, portfolios, projects, debates, exercises, papers, reflective blogs/ journals, case studies, professional development, reciprocal teaching		Collaborative project Q&A panel with field experts
Feedback	Guided practice via e-conferencing, automatic feedback from LMS or other software, review podcast, instructor audio feedback on paper, peer review		Peer assessment and feedback Instructor audio feedback on collaborative project
Summary and Review	Instructor or learner summarization (e.g. e-mal, announcement, or discussion post), podcast or vodcast wrap-ups; end of lesson transitions		One minute podcast summary and transition created by the instructor
Measurement
Assess	Quizzes, tests, essays, commercial programming tools (e.g. Java, CGI, Pascal), project drafts		A KWL activity (diagnostic; beginning) Rough draft submissions (informal, formative; middle) Final Project submission (summative; end)
Advise	Checklists, rubrics, e-mail or chat feedback, self-check guidelines, commercial tools		Completed rubric and audio feedback on rough drafts, within one week of submission Peer assessment of final project Completed rubric, audio feedback, and grade on final project. Instructor advisement sessions to review final grade.
Summary and Closure
Retain	Graphic or text summaries and reviews, wrap ups remarks, most important points audio summary, Final example or story		End of lesson audio wrap up Students will share their final projects with one another
Remediation	Review assessment and correct errors, direction to review instructional materials, suggestion to visit remediation service (e.g. writing center)		Learners with low scores will be encouraged to review lesson notes again Learners with poor writing will be directed to the university writing center
Enhancement and Enrichment	Additional exercise, reading web resource, discussion about how topic related to the future		Learners will complete an end of course blog reflection on how they will use their skills in a future career.

Table information adapted from: Davidson-Shiver and Rasmussen (2006)

** The example provided above are general. In the ID process plans should start general and then become very specific. An example of specific plans to present content may include:

After the main objective is stated (audio), the text based lecture will: (a) Define Instructional design, (b) identify 3 main theories of instructional design, and (c) explain the primary features of the 3 main theories.

An example of a specific plan for practice may include: Direct students to select one learning or ISD theory and direct them to reliable online resources to learn about the selected theory. Instruct students to reflect upon the theory's strengths and weaknesses for ISD and to suggest its applicability to a specific ISD project. Use blogs for reflections. Remind students about discussion forum for technical and logistical problems.

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