In their book titled Streamlined ID: A Practical Guide to Instructional Design, authors Larson & Lockee (2014) explain that there are literally thousands of strategies available ranging from simple questioning to complex role play for online simulations, grouping strategies, organizing & sequencing strategies, strategies that provide scaffolding for learners, and strategies designed to help learners become more self-directed and autonomous in their learning (p. 152). So how do you know which instructional strategy is right for your training session?
When deciding on which instructional strategy to use, consider and select one that directly aligns with your learning goals and outcomes. Larson & Lockee (2014) suggest using a five step, customizable process for identifying instructional strategies(p. 152):
- Revisit & refine the learning context design.
- Identify assumptions and pedagogical approaches.
- Identify appropriate interactions and strategies.
- Select technologies to support the strategies identified.
- Seek review and/or approval of the treatment, aligned outcomes, assessments, strategies, and the technologies.
When trying to decide which instructional strategy is best for implementation during a training session, one may consider discovery learning or guided discovery. In discovery learning, learners are given tasks but receive little to no guidance from their teachers. The exact opposite is true for guided discovery. Teachers are very involved and guide students towards the learning objectives. Richard Mayer conducted research on the effectiveness of discovery learning and guided discovery.
His research concluded that students learn more from guided discovery vs. discovery learning. Mayer (2004) stated that the best course for contructivist-oriented educators is to focus on techniques that guide students’ cognitive processing during learning and that focus clearly on specified educational goals(p. 17). Check out this blog post written by Winston Sieck on a discovery learning approach for teaching kids to program computers.
I have participated in training’s that utilize the guided discovery strategy. The most memorable one demonstrated a constructivist pedagogical approach. Web-based scenarios via Nearpod simulated situations we, the trainees, would encounter when implementing the program into our classrooms. The session was scaffolded with learner centered activities including discussion, construction, and collaboration. I also plan to utilize the guided discovery instructional method for an upcoming training session on Google Apps for Education and Google Classroom. When planning for your personal session, remember to consider and select the instructional strategy directly aligned with your learning goals and outcomes.
Enriquez, H. (2016, November 5). Guided discovery learning-introduction[YouTube]. Retrieved from https://youtu.be/QjBomAG63L0
Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge, Taylor & Francis Group.
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14-19.
Sieck, W. (2018, February 9). Teaching kids to program computers. Thinker Academy. Retrieved from https://thinkeracademy.com/teaching-kids-to-program-computers/