Planning Instruction in Reiser and Dick's Model Includes This Instructional Procedure

Planning instruction in Reiser and Dick's model includes this instructional
procedure:
1. Motivation
Students who are more motivated to learn persist longer, produce higher quality effort,
learn more deeply, and perform better in classes and on standardized tests.
Motivation in teaching is a boost in bringing effectiveness in the classroom and teaching
learning process. A motivated teacher is vital to a successful classroom and better learning
outcome. Motivation stimulates to energies, concentrate and sustain positive behavior over a
long period of time.
2. Presentation of objectives
When displayed to students, learning objectives set student expectations, guide their
learning processes, and help them focus their study time for the upcoming exam(s).
YOU select and organize course content, and determine appropriate assessments and
instructional strategies. STUDENTS direct their learning efforts appropriately and monitor their
own progress.
Consider stating objectives both orally and in writing and repeating them during the
lesson to remind students why they are learning. Teachers often use verbal and written outlines
or summaries of objectives. Providing demonstrations or models of learning products or
outcomes is also effective.
3. Recalling prerequisite skills and knowledge
A prerequisite is anything you need to know or understand first before learning or

understanding something new. In our example, you would need the prerequisite of knowing how
to walk before you could learn to run.
Prior knowledge
Pre-requisite skills are the skills that your students need to have mastered
BEFORE the lesson segment so that they can successfully learn what you will be
teaching. Think: In ice skating, the ability to stand on skates and skate forward are pre-
requisite skills for performing a spin.
4. Presentation of information and examples
Start with a clear opening that introduces your key take-away, follow up with the body
which includes several points to support your message, and then close with a conclusion to
wrap up your idea. Use facts, not generalities. Support your message with facts that are
memorable and verifiable.
Examples help you clarify complex concepts, even in regulations. They are an ideal way
to help your readers. In spoken English, when you ask for clarification of something, people
often respond by giving you an example. Good examples can substitute for long explanations.
Present examples to prove a point or strengthen the information
5. Practice and feedback
Students have opportunities to practice what they are learning and given timely,
specific, and actionable feedback based on their current performance in relation to the
desired outcomes.
Without practice and feedback, students often are in the dark about how well they are
learning—sometimes overestimating their comprehension and skill, sometimes underestimating
them.
Practice is followed by performance, allowing feedback. This feedback then
guides further practice.
Practice helps students acquire expertise in subject matter and, therefore, it helps to
distinguish novices from experts in given subjects. Cognitive gains from practice often bring
about motivation for more learning.
When you are given feedback at work you get a clear idea of the things you are
doing well and the skills you need to improve, which will help identify areas to work on
and consequently lead to doing better in your role.
6. Summary
Summarizing teaches students how to discern the most important ideas in a text, how to
ignore irrelevant information, and how to integrate the central ideas in a meaningful way.
Teaching students to summarize improves their memory for what is read. Summarization
strategies can be used in almost every content area.
It helps students learn to determine essential ideas and consolidate important
details that support those ideas.
It enables students to focus on key words and phrases of an assigned text that are worth
remembering.
The purpose of summarizing is to briefly present the key points of a theory or
work in order to provide context for your argument/thesis. Read the work first to
understand the author's intent. This is a crucial step because an incomplete reading could lead
to an inaccurate summary.
7. Assessment
Assessment should integrate grading, learning, and motivation for your students.
Well-designed assessment methods provide valuable information about student learning.
They tell us what students learned, how well they learned it, and where they struggled.
It helps learners to see what they are aiming for and understand what they need to do to
achieve those aims. The benefit for you, the teacher, is that you gain insights into your students'
level of understanding of a particular concept or topic. This helps you to support individual
students to progress.
The most important part of assessment is the interpretation and use of the information
that is gleaned for its intended purpose. Assessment is embedded in the learning process. It is
tightly interconnected with curriculum and instruction.
Teachers may use several teaching strategies and learning activities in each procedure
to ensure the success of instruction. Teachers need to respond to the learning
needs of the students and align their teaching styles with the learning styles of
every student. Thus, planning is necessary.
Instruction is the process of teaching and engaging students with content.

The purpose of instruction is to help people learn.
The goal of instructional designers is to make learning easier, quicker, and more
enjoyable.
Instructional materials provide the core information that students will experience,
learn, and apply during a course. They hold the power to either engage or demotivate
students.

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Planning instruction in Reiser and Dick's model includes this instructional

3. Recalling prerequisite skills and knowledge

A prerequisite is anything you need to know or understand first before learning or

4. Presentation of information and examples

5. Practice and feedback

Instruction is the process of teaching and engaging students with content.

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