Activity No.

7 INSTRUCTION

1. What is the purpose of instruction?

Instruction is intended to aid in learning. The purpose of instructional designers is to

accelerate, simplify, and improve learning. Some see employee training as a means of
identifying the most intelligent ones. However, a course's success and the fundamental
skills needed to succeed in the workplace are not strongly associated. We think that an
instructional designer's role is to facilitate learning and achievement for everyone.

2. Which do you think are the most important? Why?

 the learner
 the content
 the goals
 the learning environment
 the teacher
 the resources
Teacher and Learners. Though all these elements are important but most important
among them for me are the teacher and learner. Because teacher will plan, manage,
deliver, and evaluate their instruction included the content, goals, environment and
resources how effective it is in teaching their students. Learners are same as
important as teachers because they are the one who will receive the message or
learnings from the teachers, they will be the one to consider on what content, goals,
what kind of learning environment and resources a teacher must prepared.

3. Explain that in order to design instruction, you need to know two things:
We need to know about methods (what tools are available).
The most popular methods in designing instruction include instructor-led, lecturer,
demonstration, practical exercise, and self-study. With each of these techniques,
someone will be doing something to teach whatever it is you are there to learn, with the
self-study independent method being the only exception.
We need to know about situations (when the tools should be used).
Instructor-led method:

This is the most common used method of instruction, where the instructor becomes the
sole disseminator of information. The instructor presents information to the student
systematically in this method. This approach is considering the best method to use
because the instructor interfaces with the students by presenting segments of
instruction, questions the students frequently, and provides periodic summaries or
logical points of development.

Lecturer method:

The lecture method is also a widely used method of instruction, with this method the
lecture becomes the sole disseminator of information. Interaction with the students is
often limited by the lectures when presenting segments of instruction, questions the
students frequently have only the choice of listening to what is being presented.

Demonstration method:

The Demonstration method is one where the student observes the portrayal of a
procedure, technique, or operation. The demonstration method shows how to do
something or how something works.

Practical Exercise:

A practical exercise (PE) may take many forms. Basically, it is a method of training in
which the student actively participates, either individually or as a team member. He or
she does this by applying previously learned knowledge or skills. All students actively
participate although they may work at their own rate. Students may or may not be
required to follow a set sequence. The various forms of the PE are explained in detail
below:
Controlled PE:

The controlled PE is a form of PE where the student is guided, step-by-step through a

procedure, technique or operation. It is characterized by two things: (1) Students
participate as a class, (2) they are guided through a set sequence, and students
generally complete each step and are checked by the instructor prior to continuing to the
next step. A mistake is corrected before the student is allowed to proceed to the next
step.

Practice Method:

Students (alone or as part of a team effort ) repeatedly perform previously learned

actions, sequences, operations, or procedures.

Case Study or Team Practice:

The student performs as a member of a group to solve a text book problem with a team
solution or practice completing a sequenced task.

Coach and Pupil:

In this method, the student performs individually while being observed by the coach. The
coach's responsibility is to ensure that the student performs the action or process
correctly. When the student then completes a given task, he assumes the role of the
coach and the coach becomes the pupil.

Independent:

The student independently, applies prior skills or knowledge gained in either an actual or
training situation. He practices by himself although he may ask for instructor advice if
necessary.

Reference: http://www.tlcsem.com/bmoi.htm
4. Are you challenge on how to make good instruction?

Of course, yes, I am really challenge on how to make good instruction. Making effective
or good instruction requires taking a lot of factors into account. The approach or
methods of instruction a teacher will utilize and incorporate into each lesson must be
carefully planned. Your aims and the development of your teaching points require
considerable consideration. They must be reasonable, logical, and attainable for both
you and the learners.

5. What are the relevant kinds of learning?

The type of learning that is to be enabled is possibly the most crucial part of the
circumstance. Understanding the different learning styles enables us to deliver
instruction more effectively. The three domains proposed by Benjamin Bloom offer the
simplest distinction: COGNITIVE learning, such as imparting fraction addition knowledge
to someone. AFFECTIVE or learning from feelings and ideals, such as teaching
someone to give up smoking. PSYCHOMOTOR or acts that include physical or motor
learning, like training someone to touch type.

6. Do you think you need very different methods of instruction for these kinds of learning?

Yes, because teachers perform best when they use a diversity of approaches. It is also
to attend the needs and consider the diversity of learners. Having variety of techniques
guarantees that students never get bored. Additionally, it guarantees that students will
probably be exposed to techniques that fit their desired, unique learning style.

7. Discuss the Levels of Cognitive Learning

The major levels of cognitive learning can be classified as memorizing, understanding,

and applying. Most content can be learned at any of these three levels of learning. For
example, you can memorize a definition of performance-based assessment as indicated
by being able to restate it, you can understand what performance-based assessment is
by being able to relate it to relevant prior knowledge, and you can learn to use
performance-based assessment in your training. Too often we teach at the wrong level
or test at the wrong level.

Memorization or REMEMBERING. This is rote learning. It entails learners encoding facts

or information in the form of an association between a stimulus and a response, such as
a name, date, event, place or symbol. The behavior that indicates that this kind of
learning has occurred is stating or "regurgitating", usually verbatim.

Understanding. This is meaningful learning. It entails learners relating a new idea to

relevant prior knowledge, such as understanding what a revolutionary war is. The
behaviors that indicate that this kind of learning has occurred include comparing and
contrasting, making analogies, making inferences, elaborating, and analyzing (as to
parts and/or kinds), among others.

Application. This is learning to generalize to new situations, or transfer learning. It entails

learners identifying critical commonalities across situations, such as predicting the
effects of price increases. The behavior that indicates that this kind of learning has
occurred is successfully applying a generality (the critical commonalities) to a diversity of
previously unencountered situations.

Analyze
Definition: break material into its constituent parts and determine how the parts relate to
one another and/or to an overall structure or purpose (e.g., analyze the relationship
between different flora and fauna in an ecological setting; analyze the relationship
between different characters in a play; analyze the relationship between different
institutions in a society). Appropriate learning outcome verbs for this level include
analyze, arrange, break down, categorize, classify, compare, connect, contrast,
deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain,
identify, integrate, inventory, order, organize, relate, separate, and structure.

Evaluate
Definition: make judgments based on criteria and standards (e.g., detect inconsistencies
or fallacies within a process or product, determine whether a scientist's conclusions
follow from observed data, judge which of two methods is the way to solve a given
problem, determine the quality of a product based on disciplinary criteria). Appropriate
learning outcome verbs for this level include: appraise, apprise, argue, assess, compare,
conclude, consider, contrast, convince, criticize, critique, decide, determine,
discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review,
score, select, standardize, support, test, and validate.

Create
Definitions: put elements together to form a new coherent or functional whole;
reorganize elements into a new pattern or structure (design a new set for a theater
production, write a thesis, develop an alternative hypothesis based on criteria, invent a
product, compose a piece of music, write a play). Appropriate learning outcome verbs for
this level include arrange, assemble, build, collect, combine, compile, compose,
constitute, construct, create, design, develop, devise, formulate, generate, hypothesize,
integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce,
propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and
write.

Memorization, though sometimes very important, is greatly overused in most training

settings. Understanding is very important, but it is relatively complex, and has not
received much attention by instructional theorists until very recently. Application is
important and has received much attention by instructional theorists. It therefore
provides a good place for us to begin.

Reference: https://idtheory.sitehost.iu.edu/methods/m1d.html
https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-
outcomes/blooms-revised-taxonomy.html#:~:text=There%20are%20six%20levels
%20of,analyzing%2C%20evaluating%2C%20and%20creating.