Instructional strategies

Many of the components of lesson planning overlap in the sense that instructional strategies focus on ways to engage and motivate learners. This article identifies several instructional strategies designed to appeal to the designed to reach and motivate different types of learners. Strategies include use of simulations, case studies, and role playing activities. I would use these kinds of learning activities to provide an opportunity for learners to practice a new skill in a safe and supportive environment.


Blooms taxonomy

In lesson planning, I would be cognizant of Blooms’ three learning domains: cognitive, psychomotor and affective. These learning domain concepts would assist me the identifying which domain – and therefore which instructional strategies I should employ – to achieve the desired learning outcomes.

Lesson planning frameworks

For learning frameworks, I have selected Gagné’s framework because the approach fits best with my instructional contexts. Robert Gagne’s 1965 book, The Conditions of Learning, developed the “9 Events of Learning” framework. These nine stages are: gain attention, inform learners of objectives, stimulate recall of prior learning, present the content, provide learning guidance, elicit performance or practice, provide feedback, assess performance, enhance retention and transfer to the job. Using this framework will assist me in developing lesson plans that are effective, and assist learners in applying new information to their work.

This video project, provides an amusing practical illustration of Gagné’s 9 Events of instructional design.

For more details about the work of Gagné’s work, and resources for putting the framework to use in various learning settings, see UF Centre for Instructional Technology and Training.

Activists as adult learners: are learners, and learning models for union education different?

In the trade union context, the term popular education is often used to describe the learning model. But does the model incorporate what we know about the characteristics of adult learners from the body of adult learning theories? Indeed, we see the popular education model incorporating the work of Knowles, Blooms’ taxonomy, and Freire. In my work, Knowles’ approach is helpful because union education incorporates the importance of creating an emotionally safe and respectful environment, where prior experience is valued. The model also recognizes that adult learners retain more of what has been learned when the learning is experiential.

Motivating adult learners

Designing lessons that use techniques to motivate adult learners is key. Adults are motivated by seeing their learning as familiar to their experience and relevant to their lives. There are recurring instruction strategies that are incorporated in a variety of learning theories and lesson planning frameworks. These strategies include assessing current knowledge, determining what learners want to know, and evaluating learning with feedback. While these lesson elements serve a variety purposes – including structure, and guidance for the instructor – it these strategies anchor the essential need to engage and motivate the adult learners.