In Assignment 1, you developed the instructional objectives for your project. Building on Assignment 1, you will create strategies that support the identified objectives and content. For this assignment, you will develop instructional strategies, delivery strategies, and the learner-related sequence. Use the Internet to locate resources that focus on different types of delivery strategies.Write a six to eight (6-8) page paper in which you:Specify the learner-related sequencing related to your design strategy, including the sequence, description, and related objective.Create three (3) instructional learning strategies that clearly correlate with the learning objectives and instructional content created in Assignment 1.Determine three (3) examples of instructional strategies that are appropriate based on the learner analysis.Create an instructional message for the content. Specify the function, content structure, learner, and task attributes as they relate to your project.Analyze the learning objectives and select two (2) appropriate delivery strategies. Provide a rationale for your selection.Analyze the instructional context and select two (2) appropriate delivery strategies. Provide a rationale for your selection.Analyze the instructional strategies and select two (2) appropriate delivery strategies. Provide a rationale for your selection.Include at least three (3) references (no more than ten [10] years old) from material outside the textbook. Note: Appropriate academic resources include reputable Websites, scholarly texts, and peer-reviewed articles. Wikipedia and other wikis do not qualify as academic resources.PLEASE NOTE THAT ALOT OF THE WORK HAS ALREADY BEEN DONE!! ASSIGNMENT ONE (Project Analysis) is ATTACHED AS A REFERENCE!!! THE OTHER ATTACHMENT IS THE PAPER FOR THIS ASSIGNMENT WHICH NEEDS MODIFICATIONS TO MEET THE EXACT REQUIREMENTS!!!
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PROJECT ANALYSIS
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Needs Analysis
There are many reasons why children should be assessed in early childhood. Assessment
is gather information to make knowledgeable instructional decisions. It is to determine how well
children are learning, making progress and meeting curriculum, and being instructed well. The
PROJECT ANALYSIS
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data from the assessment will provide information for planning instruction, learning program
excellence, and communicating (Crandall, Klein, Hoffman, 2006). It is an ongoing process that
provides helpful information to parents and educators about how children are progressing.
It is serious help young children for school readiness by developing early literacy and
learning skills. Reading skills is in every subject, so it’s important to identify who struggles at
early age. They are instructed how to learn, read and write. Children that have experience
listening to books read aloud start school with poor early literacy skills.
Learner Characteristics
The student characteristics are cultural diverse students. Teachers are dedicated to
achieving making a difference in their students’ learning. They set high expectations for students’
success and belief to succeed. They help them learn meaningful tasks. They have an active
intelligence of ethnic and cultural identities. The instruction focuses meaning content in an
interactive and collaborative learning environment that provides a scaffolding academically
challenging curriculum (Dwyer, Millett and Payne, 2006). It makes sure teacher meets
instructional support, emotional support and classroom organization. It is intended to find out the
effect of teacher leadership style on class satisfaction and discover the relationship between
teacher leadership style and clarity role of students.
It influences personal and academic relationships between teachers and their students. It
appreciates and provides accommodations among their cultures. It builds a relationship with
them. It focuses on the ways students learn, observe and identify their task orientations. It
teaches them to match their behaviors to the setting. It incorporates objectives for effective and
personal development, cultures and language skills and communication expectations. It provides
PROJECT ANALYSIS
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frequent reviews of the content learned; promote student on-task behavior, and post and advance
organizer (Gardiner, 1994). It also provides feedback, progress, and mastery of students.
Objectives
The three cognitive objectives describe, identify, and arranges for assessment. So, the
purpose will determine “What do you want your students to know?” The major behavioral
objective is to help and show what the learner will be capable of doing after fully participating in
the offering (Eder, 2004). So, the objective will determine, “What do you want your students to
be able to do?” (Ertmer, Peggy, Quinn, James and Glazewski, m2014). An example is they will
be able to write a complete sentence. The learner will be able to listen, show awareness of, and
select. Main objective is to help describe or identify what children are capable of doing as well as
understanding how children react emotionally to different situations whether pain or joy.
Affective objective will progress and attitude, emotion, and feelings. So, the purpose will
determine, “What do you want your students to think or care about?”
PROCEDURAL ANALYSIS FLOWCHART
Starting Point
Decision steps
Teach and demonstrate the
Observe and document
task
children
Evaluate children
Create an action plan with
strategies
Decision steps
Decision steps
Teacher will implement and
Children practice on their
apply the strategy
own
Teacher give one-on-one
Children explain and practice
more
PROJECT ANALYSIS
End Point
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Teacher review and give
Children master all skills
feedback
References
Crandall, B., Klein, G., Hoffman, R. R. (2006). Working Minds: A Practitioner’s Guide to
Cognitive Task Analysis.Cambridge, Mass.: Massachusetts Institute of Technology.
PROJECT ANALYSIS
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Dwyer, C. A., Millett, C. A., and Payne, D. G. (2006). A Culture of Evidence Postsecondary
Assessment and Learning Outcomes by ETS.
Eder, D. J. (2004). General education assessment within the disciplines. The Journal of General
Education, 53(2), 135-157.
Ertmer, Peggy, Quinn, James &Glazewski, Krista. (2014). The ID Case Book: Case studies in
instructional design (4th Ed.) Upper Saddle River, NJ: Pearson Education, Inc.
Gardiner, L. F. (1994). Redesigning Higher Education: Producing Dramatic Gains in Student
Learning. ASHE-ERIC Higher Education Report No. 7. ERIC Clearinghouse on Higher
Education, One Dupont Circle, NW, Suite 630, Washington, DC 20036-1183.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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Specify the learner-related sequencing related to your design strategy, including the
sequence, description, and related objective
Learning related sequencing is to teach a skill, increase in knowledge or capability and
begin with information that establish goals. It reflect activities that orient role of learning rather
than the role of director of learning. It assist in reading the cues of each child. It prepare the
instructor to teach and communicate effectively with adults in the child’s life. It help plan a
responsive learning environment and specific attention to how environments should be changed.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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It is part of the curriculum that creates interest and encouraging and supporting exploration. It
help maximize opportunities for each child to use ordinary learning dispositions.
Create three instructional learning strategies that clearly correlate with the learning
objectives and instructional content created in Assignment 1
The first instructional learning strategies for cognitive is the children learn how to
identify and describe objects. For example. The children will sort the blacks by color, smallest to
biggest. The second instructional learning strategies for behavioral is to implement manipulative
and hands on activity. The instructional strategy of reinforcing effort enhances students’
understanding of the relationship between effort and achievement by addressing their attitudes
and beliefs about learning.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). For an example,
the children will link the uppercase to the lowercase alphabet/ or put the puzzle together. The
third instructional learning strategies for affective is role play the lesson. For example, the
children will role play the “Little Red Hen”.
Determine three (3) examples of instructional strategies that are appropriate based on the
learner analysis.
An authentic, ongoing observational assessment is critical to planning the appropriate
learning analysis in early childhood. In determine instructional strategies that are appropriate on
learner analysis is to use repetition and imitation of information for early childhood. It will allow
play and manipulation of objects. It will stimulate senses such as visual, auditory, tactile and
motor skills. It will encourage questions to reveal perception/feelings. It will provide them with
instruction. It is preparing written work such as planning, writing, and revising.
Another example for instructional strategies is recall. Recall is very helpful for learning
facts. It explains why there is a need. It is a proven success and designed for the “real”
classroom. It is the principle of micro-assessments and myelination. It list and explains the
essential skills for historical analysis. It encourage students to interaction.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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The second is organizer. It helps learner identify the new idea to the existing information.
The learner has to analyzing the key idea and integrate it with new ideas. It helps stories and
retain information. It demonstrates the learner understand the concept to continue.
Create an instructional message for the content. Specify the function, content structure,
learner, and task attributes as they relate to your project
It will focus on the learning characteristics of students such as student learning styles and
age, the relationship that instructors have with their students, the classroom environment in
where the students are taught to understanding and using one’s knowledge. It focus on learning
styles. Learning styles is the way students absorb information. Some students understanding
something through hearing it explained to them which is called an auditory learners. Others learn
through manipulating tangibles that represent something which is called kinesthetic learners.
Some learn through seeing representations of something which is called a visual learners.
However, some students learn best through just one style, others learn through all three styles. I
will also use learning characteristics of students, which is called “multiple intelligences. It is the
ways that students organize information. Some example of multiple intelligences that research
has identified include visual/spatial, verbal/linguistic, mathematical/logical, and
bodily/kinesthetic intelligences. Student age is another factor that relates to learning
characteristics. These are meaningful techniques.
Analyze the learning objectives and select two (2) appropriate delivery strategies. Provide a
rationale for your selection
Analyzing learning objectives increases the chance that provide students with the
opportunities to learn and practice the knowledge and skills that will be required for assessments.
Second, assessments and objectives are associated, good grades to good learning. Many students
will focus their efforts on activities that will lead to good grades on assessments. The students
will be able to recall or recognize terms, facts, and concepts. They will discriminate or select
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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relevant and irrelevant parts. They will determine how elements function together. The learners
will understand and remember material longer when it is logically structured and carefully
sequenced. The learner can be helped to better synthesis and integrate the knowledge to be
learned. The instructor need to provide notices that will help learners to perceive the structure.
In learning objective the student will show progress in understanding and following
simple and multiple-step directions. It will delivery by increasing the ability to understand and
use language to communicate information, experiences, ideas, feelings, opinions, needs and
varied purposes.
One appropriate delivery strategy is the book knowledge and appreciation. It shows
interest in engaging in reading and writing. The student will pretend to read. It will demonstrates
the ability to retell and dictate stories.
The second appropriate delivery strategy is early writing. It develop understanding the
writing is a way of communicating. It will begin to represent stories through pictures, dictation
and play. The student will show progress from using scribble pictures to represent ideas to copy
words. It will increase complex vocabulary in complete sentence.
Analyze the instructional context and select two (2) appropriate delivery strategies. Provide
a rationale for your selection
When analyze the instructional context it represents all the factors external to the learners
within an instructional environment that provide meaning for the messages to receive. It is
influence and define what, when, where, how, why, and with whom individual learners learn
from instruction. In early childhood, it indicate children skills to recognize the rapid
development and foundational. It help understand learning goals and benchmarks. It focus on a
child accomplishments and progress. It involve students, teachers, and parents in collaborative
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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venture. It build a relationship with the child and the family to know what their needs and
interests are.
One of the appropriate delivery strategy is Classroom-Based Computer-Supported
Learning Environments. The computer is used to support a classroom-based learning experience.
It context is computers play a support role in an overall learning experience that is not restricted
to the parameters of a computer. It is a high quality computer-delivered video stories that require
students to consider collect and interpret a diversity of information from the story itself. The
computer-delivered environment of the video allows learners to directly access any portion of the
story needed. It is a tool to help students organize and communicate information from the story.
The second appropriate delivery strategy is Virtual Community Computer-Supported
Learning Environments. It is defined by learner activity centering around and computer-based.
When learning with technology, it is constructivist-oriented instructional contexts. It makes
sense of the learning environment through their purposeful interactions with it.
Analyze the instructional strategies and select two (2) appropriate delivery strategies.
Provide a rationale for your selection
Instructional strategies was developed constructed on the evidence that students with
disabilities or special needs are struggling to develop strategies for learning and retaining
information. It uses students’ previous knowledge and experiences and integrates them with the
new information. It basic principles, namely, identify, plan, monitor, and check. It directed to
instructors to identify the need first, monitor student progress while the strategy is being applied,
and check the progress after. By using technologies students are immersed in a behaviorist
learning environment. They can play an online game and get a result quickly to determine if they
are correct or not.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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Instructional strategies delivery the methods used as a teacher/ instructor to ensure that
are students learn. It depend on the need and learning styles of the students. It focus on let the
students engage and perform in active learning. I will be able to measure its efficacy by
evaluating the performance of the students before and after I apply CWTP and direct instruction.
CWTP is ClassWide Peer Tutoring strategy is a deliver strategy. It is designed for
students with various skill levels. It help introduce specific information to the child. Some
activities or methods under CWTP include immediate error correction, peer pairing, and point
earning. It allows all students to take part in the activities in a fun and comfortable way. It is
encouraging positive interaction among the students. It’s beneficial to teacher that allows them
closely and simultaneously monitor the children while they actively engage in the activities.
Direct instruction strategy is a deliver strategy. It was developed and tested by a
preschool teacher named Siegfried Engelmann in 1963. This strategy was tested on his three-year
old twins stated that children are able to learn more quickly through carefully developed
instruction rather than through random experience. Special education classes use this strategy
because it is effectively. It includes procedures that presented in a particular order. Where CWTP
encourages the students to participate, Direct Instruction focuses on the teacher as the main
source of student learning.
three (3) references (no more than ten [10] years old)
The first peer review is Involving Parents in Early Childhood Assessment: Perspectives
from an Early Intervention Instructor. It is about the importance of involving parents and
families in their young child’s assessment. It offers suggestions for early childhood educators to
explain the evaluation process to families, explain the particular assessment tool, ask questions to
validate the assessment process, explain results, address difficult issues, and provide resources to
encourage continued parental involvement.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
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The second peer review is A Model for Portfolio Assessment in Early Childhood
Education Programs. It is about describes the goals of and participant responses to a six-step
Early Childhood Portfolio Assessment Preparation Model. It facilitate the use of portfolio
student evaluation.
The third peer review is Assessment in the Early Childhood Classroom. It is about offers
basic information about assessment to teachers of young children. It focuses on functions,
components, documentation, and strategies of authentic assessment. It give examples of
assessment strategies include observation, journals, drawings, portfolios, and work samples.
References:
Brannon, N. (2007). Assessment in the Early Childhood Classroom. Utah Education Network
Brink, M. B. (2010). Involving Parents in Early Childhood Assessment: Perspectives from an
Early Intervention Instructor. Early Childhood Education Journal
Gelfer, J. I. (2006). A Model for Portfolio Assessment in Early Childhood Education Programs.
RUNNING HEAD: INSTRUCTIONAL AND DELIVERY STRATEGIES
Early Childhood Education Journal
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Tessmer, M. and Richey, R. (1997). The role of context in learning and instructional design.
ETR&D 45 (2) 85-115.
Willson, B. (1996). Constructivist learning environments: Case studies in instructional design.
Englewood Cliffs, NJ: Educational Technology Publications
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