Editing Instructional theory (section)

== Overview ==

Instructional theories identify what [[Teacher|instruction]] or [[teaching]] should be like.<ref>{{Cite web | url=http://www.reigeluth.net/#!pubsinsttheor/c22eq | title=Home}}</ref> It outlines strategies that an educator may adopt to achieve the [[learning]] objectives. Instructional theories are adapted based on the educational content and more importantly the [[learning]] style of the students. They are used as teaching guidelines/tools by teachers/trainers to facilitate [[learning]]. Instructional theories encompass different instructional methods, models and strategies.<ref>{{Cite web | url=http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approaches | title=Teaching and Learning Resources / Instructional Approaches}}</ref><ref name=paradigm>{{cite journal|last1=Reigeluth|first1=Charles M|title=Instructional theory and technology for the new paradigm of education|journal=RED, Revista de Educación a Distancia|date=2012|volume=32|issue=1|page=1|url=http://www.um.es/ead/red/32/reigeluth.pdf|access-date=24 September 2015}}</ref>

[[M. David Merrill|David Merrill]]'s [[First Principles of Instruction]] discusses universal methods of instruction, situational methods and core ideas of the post-industrial paradigm of instruction.<ref name=paradigm>{{cite journal|last1=Reigeluth|first1=Charles M|title=Instructional theory and technology for the new paradigm of education|journal=RED, Revista de Educación a Distancia|date=2012|volume=32|issue=1|page=1|url=http://www.um.es/ead/red/32/reigeluth.pdf|access-date=24 September 2015}}</ref>

'''Universal Methods of Instruction:'''<ref name=paradigm>{{cite journal|last1=Reigeluth|first1=Charles M|title=Instructional theory and technology for the new paradigm of education|journal=RED, Revista de Educación a Distancia|date=2012|volume=32|issue=1|page=1|url=http://www.um.es/ead/red/32/reigeluth.pdf|access-date=24 September 2015}}</ref>

* Task-Centered Principle - instruction should use a progression of increasingly complex whole tasks.
* Demonstration Principle - instruction should guide learners through a skill and engage peer discussion/demonstration.
* Application Principle - [[Teacher|instruction]] should provide intrinsic or corrective feedback and engage peer-collaboration.
* Activation Principle - instruction should build upon prior [[knowledge]] and encourage learners to acquire a structure for organizing new knowledge.
* Integration Principle - instruction should engage learners in peer-critiques and synthesizing newly acquired knowledge.
'''Situational Methods:'''<ref name=paradigm>{{cite journal|last1=Reigeluth|first1=Charles M|title=Instructional theory and technology for the new paradigm of education|journal=RED, Revista de Educación a Distancia|date=2012|volume=32|issue=1|page=1|url=http://www.um.es/ead/red/32/reigeluth.pdf|access-date=24 September 2015}}</ref>

based on different approaches to instruction
* Role play
* [[Synectics]]
* Mastery learning
* Direct instruction
* Discussion
* Conflict resolution
* Peer learning
* Experiential learning
* Problem-based learning
* Simulation-based learning
based on different learning outcomes:
* Knowledge
* Comprehension
* Application
* Analysis
* Synthesis
* Evaluation
* Affective development
* Integrated learning
'''Core ideas for the Post-industrial Paradigm of Instruction:'''<ref name="paradigm" />
* Learner centered vs. teacher centered instruction – with respect to the focus, instruction can be based on the capability and style of the learner or the teacher.
* Learning by doing vs. teacher presenting – Students often learn more by doing rather than simply listening to instructions given by the teacher.
* Attainment based vs. time based progress – The instruction can either be based on the focus on the mastery of the concept or the time spent on learning the concept.
* Customized vs. standardized instruction – The instruction can be different for different learners or the instruction can be given in general to the entire classroom
* Criterion referenced vs. norm referenced instruction – Instruction related to different types of evaluations.
* Collaborative vs. individual instruction – Instruction can be for a team of students or individual students.
* Enjoyable vs. unpleasant instructions – Instructions can create a pleasant learning experience or a negative one (often to enforce discipline). Teachers must take care to ensure positive experiences.
Four tasks of Instructional theory:<ref>{{cite journal|last2=Jones|first2=MK|date=1992|title=Instructional transaction shells: Responsibilities, methods, and parameters|journal=Educational Technology|volume=32|issue=2|page=5|last1=Merrill|first1=David M}}</ref>
* Knowledge selection
* Knowledge sequence
* Interaction management
* Setting of interaction environment