1. RATEGIC INSTRUCTION MODEL
(SIM)
Presenters:
Engr.Muhammad Mujatab Asad

2. WHAT QUESTIONS WILL BE ANSWERED
TODAY?
•
•
•
•
What is the Strategic Instruction Model?
What are learning strategies?
How do we make it happen?
What are the effective strategies supported and field tested?

3. STRATEGIC INSTRUCTION MODEL (SIM)
 Out of this effort, the Strategic
Instruction Model , or SIM,
has evolved.
 In essence, SIM is about
promoting effective teaching and
learning of critical content in
schools.
 SIM strives to help teachers
make decisions about what is of
greatest importance, what we
can teach students to help them
to learn, and how to teach them
well.
 “We advocate trying to teach a
little less content, but teaching it
better.”

4. WHAT IS SIM?
The Strategic Instruction Model is a research based
comprehensive approach to teaching adolescents who
struggle to become good readers, writers, and learners.

5. THE DETAILS
Strategic Instruction Model
is about
Promoting Learning
Coverage
For
All Learners
Responds to
Current
Realities
Such as
Strategic
Instruction
Includes
Requires
informed and
explicit
Key
Components
Such as
Such as
Smarter
Planning
A
Continuum
of Action
Teaching
Routines
Is supported by
Teaming
Requires
instruction
in and
infusion of
Learning
Strategies

6. WHAT ARE LEARNING
STRATEGIES?

7. WHAT ARE LEARNING STRATEGIES?
• Approaches to teaching students how to think about
and solve problems, or……teaching students “how to
learn”
• Learning strategies are used by students to help
them understand information and solve problems.
• A learning strategy is a person's approach to learning
and using information.

8. PATHWAYS TO SUCCESS
• Partnership
• Provide numerous supports for academic success (tutoring, direct
instruction, parent education)
• Instructional coaches in middle and high schools
• Professional Learning Communities

9. PROFESSIONAL LEARNING
COMMUNITIES
• Get the right people on board
• Target standards
• Develop positive cultural
norms
• Be tightly organized
• Employ coaches to lead small
groups
• Develop powerful tools
• Keep learning from each other
• Provide follow-up to ensure
fidelity

10. WHAT ARE THE
EFFECTIVE STRATEGIES
SUPPORTED AND FIELD
TESTED?

11. LEARNING STRATEGIES
Strategies for reading
Strategies for studying & remembering information
Strategies for writing
Strategies for improving assignment & test performance
Strategies for effectively interacting with others
Strategies for motivation
Strategies for math

12. STRATEGIES FOR READING
 Word Identification Strategy
 Self-Questioning Strategy
 Visual Imagery Strategy
 Inference Strategy
 Fundamentals of Paraphrasing and Summarizing
 Paraphrasing Strategy

13. STRATEGIES FOR STUDYING &
REMEMBERING INFORMATION
 FIRST-Letter Mnemonic Strategy
 Paired Associates Strategy
 LINCS Vocabulary Strategy

14. STRATEGIES FOR WRITING
 Sentence Writing Strategy (Fundamentals)
 Sentence Writing Strategy (Proficiency)
 Paragraph Writing Strategy
 Theme Writing (Fundamentals)
 Error Monitoring Strategy
 InSPECT Strategy (for word-processing spellcheckers)

15. STRATEGIES FOR IMPROVING ASSIGNMENT & TEST
PERFORMANCE
 Assignment Completion Strategy
 Strategic Tutoring
 Test-Taking Strategy
 Essay Test-Taking Strategy

16. STRATEGIES FOR EFFECTIVELY INTERACTING WITH
OTHERS
SLANT - A Classroom Participation Strategy
Cooperative Thinking Strategies
 THINK Strategy (Problem Solving)
 LEARN Strategy (Learning Critical Information)
 BUILD Strategy (Decision Making)
 SCORE Skills: Social Skills for Cooperative Groups
 Teamwork Strategy
The Community Building Series
 Focusing Together
 Following Instructions Together
 Organizing Together
 Taking Notes Together
 Talking Together

17. STRATEGIES FOR MATH
 Strategic Math Series:







Addition Facts 0 to 9
Addition Facts 10 to 18
Subtraction Facts 0 to 9
Subtraction Facts 10 to 18
Multiplication Facts 0 to 81
Division Facts 0 to 81
Place Value

18. ADDIE MODEL
A systematic instructional design model

19. WHAT IS ADDIE?
A systematic approach
(model) for developing
effective instruction.
One of the most popular
models in instructional
design.
Outcome of each step
feeds into the subsequent
step.
Evaluation is ongoing
throughout each layer of
design.

21. ANALYSIS
•During analysis, the designer identifies the learning
problem, the goals and objectives, the audience’s needs,
existing knowledge, and any other relevant characteristics.
•Analysis also considers the learning environment, any
constraints, the delivery options, and the timeline for the
project.
-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved
May 5, 2008 from http://www.learning-theories.com/addie-model.html

22. SOME QUESTIONS TO CONSIDER
•Who is the audience?
•What are audience characteristics?
•Are there learning constraints?
•What is desired mode of delivery?
•Is there a timeline for completion?
•Are there specific pedagogical considerations?

23. DESIGN
•A systematic process of specifying
learning objectives.Detailed
storyboards and prototypes are often
made, and the look and feel, graphic
design, user-interface and content is
determined here.
-- Learning-Theories.com: Knowledge base and
webliography (n.d.). Retrieved May 5, 2008 from
http://www.learning-theories.com/addie-model.html

24. DESIGN
•What are the learning objectives?
•What will the delivery look like?
•What types on supplemental materials will be included?
•What topic(s) will each LO cover?
•Will all LOs look the same?
•Worksheet from
http://citt.ufl.edu/team/PGL/modules.htm

25. DEVELOPMENT
•The actual creation (production) of
the content and learning materials
based on the Design phase.
-- Learning-Theories.com: Knowledge base and
webliography (n.d.). Retrieved May 5, 2008 from
http://www.learning-theories.com/addie-model.html

26. IMPLEMENTATION
•During implementation, the plan is put into action and a
procedure for training the learner and teacher is
developed. Materials are delivered or distributed to the
student group. After delivery, the effectiveness of the
training materials is evaluated.
-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved
May 5, 2008 from http://www.learning-theories.com/addie-model.html

27. IMPLEMENTATION
•Trial run of the materials with feedback
from learner.
–What works? does not work?
–What needs to be added?
–Other ways it can be improved.
Worksheet from
http://citt.ufl.edu/team/PGL/modules.htm

28. EVALUATION
•This phase consists of
•(1) formative and (2) summative
evaluation.
• Formative evaluation is present in each
stage of the ADDIE process
•. Summative evaluation consists of tests
designed for criterion-related referenced
items and providing opportunities for
feedback from the users.
• Revisions are made as necessary.
-- Learning-Theories.com: Knowledge base and webliography (n.d.).
Retrieved May 5, 2008 from http://www.learning-theories.com/addiemodel.html

29. EVALUATION
•Formative evaluation – ongoing.
–What changes were made after
trial implementation period? (peer
review).
–Did it impact your writing?
–What else would you like to
learn?
•Summative evaluation
–What would you like to know
about the LO once students begin
using it to improve writing?

30. THE ASSURE MODEL

31. THE ASSURE MODEL
• Is a procedural guide for planning and delivering instruction
that incorporates media, assumes that training or instruction
really is required (e.g., students don’t know how to use the
new laboratory microscopes, or assembly line workers must
learn to handle safely the toxic materials they work with).

32. THE ASSURE MODEL
Analyze learners
State objectives
Select methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise

33. ANALYZE LEARNERS
Identify learners
General characteristics
 grade, age, ethnic group, sex, mental,
emotional, physical, or social problems,
socioeconomic level
Specific entry competencies
 prior knowledge, skills, and attitudes.
Learning style
 verbal, logical, visual, musical, structured

34. STATE OBJECTIVES
 Be specific
 State terms of what student will
be able to do
 Include conditions and degree of
acceptable performance
 The objectives may be derived
from a needs assessment or a
course syllabus, stated in a text­
book, taken from a curriculum
guide, or developed by the
instructor.

35. Once you know your students, you can begin writing the
objectives of your lesson. Objectives are the learning
outcomes, that is, What will the student get out of the
lesson?
The ABCD's of writing objectives are:
Audience (who are your students?)
Behavior to be demonstrated
Conditions under which the behavior will be
observed
Degree to which the learned skills are to be
mastered.
 Example: Fifth grade social studies students (Audience) will be able to
name at least 90% (Degree) of the state capitols (Behavior) when
given a list of states (Condition).

36. CLASSIFICATION OF OBJECTIVES
CLASSIFYING objectives is much more than an academic
exer­cise for educational psychologists.
It has practical value because the selection of instructional
methods and media depends on what type of objective is
being pursued and so does the choice of evaluation
instruments.
 Maybe classified as the primary type of learning
 There are 3 domains:
Cognitve
Affective
Motor Skills

37. SELECT METHODS,
MEDIA, AND MATERIALS
Decide on appropriate
method
Choose suitable format
Select available materials
Modify existing materials
Design new materials

38. Obtaining Specific Materials: Select, Modify,
or Design?
Having decided what media format suits your immediate
instruc­tional objective; you face the problem of finding
specific mate­rials to convey the lesson.
Selecting Available Materials
The majority of instructional materials used by teachers and
trainers are "off the shelf"—that is, ready-made and available
from school, district, or company collections or other easily
accessible sources. How do you go about making an
appropriate choice from available materials?

39. UTILIZE MEDIA AND MATERIALS
Preview and practice
Prepare class and
ready equipment
Prepare learners
Conduct instruction

40. REQUIRE LEARNER PARTICIPATION
Active mental
engagement
Allow learners to
practice
Provide feedback

41. EVALUATE/REVISE
 THE final component of our ASSURE model for effective learning
 most frequent type of evaluation is the paper-and-pencil test
 The most frequent thought of purpose is to measure student
achievement.

42. THREE PURPOSES OF EVALUATION
 evaluation of learner
achievement,
 evaluation of media and
methods,
 and evaluation of the
instructional process.

43. EVALUATION OF LEARNER
ACHIEVEMENT
 The method of evaluating achievement depends on the nature of the
objective.
 Objectives that focuses on cognitive skills for example, distinguishing
adjectives from adverbs, describing a company's absence policy lend
themselves to conventional written tests or oral examinations.

44. EVALUATION OF MEDIA AND
METHODS
 Evaluation also includes assessment of instructional media and methods.
 Particularly after first use, instructional materials need to be evaluated to
determine if future use, with or without modification, is warranted. The
results of your evaluation should be entered on your personal file form.

45. REVISION
 The final step of the instructional cycle is to sit
back and look at the results of your evaluation
data gathering.
 If your evaluation data indicate shortcomings now
is the time to go back to the faulty part of the plan
and revise it.
 The model works, but only if you use it to upgrade
the quality of your instruction constantly.