STRATEGI INSTRUKSI

Hasilan Pembelajaran

• Menjelaskan konsep
rekabentuk Instruksi
• Mengenalpasti teori-
teori /model
rekabentuk instruksi
(ID)
• Aplikasi teori /model ID
 Aktiviti 1: Refleksi metakognisi
• Fikirkan satu sesi pengajaran yang anda kendalikan
• Terangkan langkah demi langkah sesi pengajaran
tersebut
– Mula-mula saya …
– Lepas itu …
– kemudian …
– ….Akhirnya ….
• Bincangkan dengan rakan di sebelah anda dan
hasilkan satu langkah umum yang anda lakukan
dalam satu satu sesi pengajaran
 Aktiviti 2: Baca dan kongsi
• Baca dan pelajari tentang bahan tersebut:
• Gagne‘s nine event of instruction:
Padlet/link
• Soalan untuk dipertimbangkan:
– Rujuk langkah-langkah pengajaran yang anda jana
dari sesi refleksi metakognisi dan bandingkan
langkah-langkah tersebut dengan teori sembilan
event Gagne
Aktiviti 3: Aplikasi Gagne 9 events dalam PnP

• Rujuk semula langkah-langkah pengajaran

anda
• Petakan langkah-langkah tersebut dengan
Gagne 9 events
• Murnikan langkah-langkah pengajaran
tersebut
• Poskan jawapan anda di
telegram/ukmfolio/Padlet
 Konsep ID
• The systematic process of translating
principles of learning and instruction into
plans for instructional materials and activities.
 Konsep ID
• "instructional experiences which make the
acquisition of knowledge and skill more
efficient, effective, and appealing“
• Goal:
– create successful learning experiences
– engender transfer of instruction/training
 ID
Three fundamental concerns :
• identifying the goals
• selecting the strategy
• evaluating success (Moore, Bates & Grundling, 2002, p.71).
 ID
Traditionally rooted in
Cognitive and Behavioral
Psychology

recently Constructivism (learning theory)

 Sejarah ID
• Skinner: “The Science of Learning and the Art
of Teaching”
• Programmed instructional materials

• Bloom:“Three domains of learning“

• Cognitive (what one knows or thinks),
• Psychomotor (what one does)
• Affective (what one feels))
Sejarah ID – Gagne: The conditions of Learning
 Sejarah ID
• 1990s constructivist theory began to gain
attention
• In 2000 Internet, social media tools and
multitudes of information resources, became
a popular tool instructional designers
• Nowadays the challenge for instructional
designers is how to create learning
opportunities that may now occur anywhere
and anytime.
 Purpose of ID in Education
• To make the most of each educational experience.
• Reduce teacher and student frustration.
• Increase learning
• Make the most of limited resources
• Terms used interchangeably in ID with education
– Instruction
– Training
– Teaching
 The ID Process
• Another way of defining ID is to describe the
process involved in the systematic planning of
instruction.
• At basic level, instructional designer’s job is to
answer three major questions.
 Three Major Questions Associated with
Planning
• Where are we going?
• How will we get there?
• How will we know when we have arrived?
 Instructional Design
• We can divide models of instructional design
broadly into two categories
– MACRO: Models which concern themselves with
the design and planning of an entire module or
programme
– MICRO: Models which concern themselves with
the design and planning of an individual lecture or
teaching session
Instructional Design

The Micro Models

Gagné’s Nine Events of Instruction
 Gagné’s Nine Events of Instruction
1. Gain attention - Curiosity motivates students to learn.
2. Inform learners of objectives - These objectives should form the basis for assessment.
3. Stimulate recall of prior learning - Associating new information with prior knowledge
can facilitate the learning process.
4. Present the content - This event of instruction is where the new content is actually
presented to the learner.
5. Provide “learning guidance” - use of examples, non-examples, case studies, graphical
representations, mnemonics, and analogies.
6. Elicit performance (practice) - Eliciting performance provides an opportunity for
learners to confirm their correct understanding, and the repetition further increases
the likelihood of retention.
7. Provide feedback - guidance and answers provided at this stage are called formative
feedback.
8. Assess performance - take a final assessment.
9. Enhance retention and transfer to the job - Effective education will have a
"performance" focus.
 Reigeluth’s Elaboration Theory
1. Organizing Course Structure: Single organisation for complete course
2. Simple to complex: start with simplest ideas, in the first lesson, and then add
elaborations in subsequent lessons.
3. Within-lesson sequence: general to detailed, simple to complex, abstract to
concrete.
4. Summarizers: content reviews presented in rule-example-practice format
5. Synthesizers: Presentation devices that help the learner integrate content
elements into a meaningful whole and assimilate them into prior knowledge, e.g.
a concept hierarchy, a procedural flowchart or decision table, or a cause-effect
model .
6. Analogies: relate the content to learners' prior knowledge, use multiple analogies,
especially with a highly divergent group of learners.
7. Cognitive strategies: variety of cues - pictures, diagrams, mnemonics, etc. - can
trigger cognitive strategies needed for processing of material.
8. Learner control: Learners are encouraged to exercise control over both content
and instructional strategy. Clear labelling and separation of strategy components
facilitates effective learner control of those components.
Reigeluth’s Elaboration Theory
Instructional Design

The Classic Macro Model:

Bloom’s Taxonomy
 Benjamin S. Bloom
• Born Feb 21, 1913
• Died Sept 13, 1999
• Born in Lansford,
Pennsylvania.
• Educational psychologist
• Editor of “Taxonomy of
Educational Objectives,
Handbook 1: Cognitive
Domain”
 Bloom’s Taxonomy
• In the 1950s Bloom helped
developed a taxonomy of
cognitive objectives in “Taxonomy
of Educational Objectives,
Handbook 1: Cognitive Domain”
• Means of expressing qualitatively
different kinds of thinking
• Been adapted for classroom use
as a planning tool and continues
to be one of the most universally
applied models
• Provides a way to organise
thinking skills into six levels, from
the most basic to the more
complex levels of thinking
Bloom’s Taxonomy
 Bloom’s Taxonomy Revised
• In the 1990s Lorin Anderson, a
former student of Bloom, led a
new assembly which met for
the purpose of updating the
taxonomy, hoping to add
relevance for 21st century
students and teachers
• Published in 2001, the revision
includes several minor and
major changes.
• The revised version of the
taxonomy is intended for a
much broader audience.
Original Terms New Terms

 Evaluation •Creating
 Synthesis •Evaluating
 Analysis •Analysing
 Application •Applying
 Comprehension •Understanding
 Knowledge •Remembering
Instructional Design

Other Macro Models

 Pembentangan kumpulan
1. ADDIE:
2. The Morrison, Ross and Kemp model :
3. Seel & - Glasgow:
4. Dick & Carey
5. Smith/Ragan Model
6. OAR Model ( Objectives-Activities -
Resources) in higher education
7. Wiggins' theory of backward design:
 Teori dan Model
• ADDIE Model
– Analysis
– Design
– Development
– Implementation
– Evaluation
 ADDIE Model
• The ADDIE model is used by instructional designers and
training developers. It is composed of five phases
– Analysis,
– Design,
– Development,
– Implementation, and
– Evaluation
• Which represent a dynamic, flexible guideline for
building effective training and performance support
tools. This model attempts to save time and money by
catching problems while they are still easy to fix.
 ASSURE model
• Analyze learners’ characteristics, competencies, and learning styles
• State objectives for what your lesson should accomplish (ABCD format
—audience/behavior/condition/degree)
• Select, modify, and design methods, media, and materials
• Utilize methods, media and materials—implement the lesson
• Require learner participation in lesson
• Evaluate learner outcomes with objectives and revise as necessary

• From “Instructional Media and Technologies for Learning” by Robert

Heinich, Michael Molenda, James D. Russell, Sharon E. Smaldino
Teori dan Model: The Morrison, Ross and Kemp model
Teori dan Model: Seels and Glasgow Model
Teori dan Model
 Dick and Carey Model
• The model was originally published in 1978 by
Walter Dick and Lou Carey in their book
entitled “The Systematic Design of
Instruction”.
• It champions a systems view of instruction as
opposed to viewing instruction as a sum of
isolated parts. The model addresses
instruction as an entire system, focusing on the
interrelationship between context, content,
learning and instruction.
 ICARE model
• Based on the Dick and Carey Model and
pioneered by San Diego State University in
1997, the model has found a place in the
higher education sector.
 ICARE model
• Introduce learners to what is to be learned
• Content of lesson is presented to learner
involving active participation
• Apply new knowledge and skills with practical
activities
• Reflect on what has been learned
• Extend learning of lesson by providing
alternative resources
ICARE model
Smith/Ragan Model
OAR Model
 IDLS
The components of the IDLS Model are:
• Design a Task Analysis
• Develop Criterion Tests and Performance
Measures
• Develop Interactive Instructional Materials
• Validate the Interactive Instructional Materials
 KESIMPULAN
Perkins: Instructional-design theory

• Clear information. Descriptions and examples of the

goals
• Thoughtful practice. Opportunity for learners to
engage actively and reflectively whatever is to be
learned
• Informative feedback. Clear, helping them to proceed
more effectively.
• Strong intrinsic or extrinsic motivation. Activities that
are amply rewarded (Perkins, 1992, p. 45).
 KESIMPULAN
Instructional-design theories are:
• design oriented,
• they describe methods of instruction and the
situations in which those methods should be
used,
• the methods can be broken into simpler
component methods, and
• the methods are probabilistic (Perkins, 1992, pp. 53).
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