NUR 648 Week 6 Assignment Instructional Strategies

NUR 648 Week 6 Assignment Instructional Strategies
NUR 648 Week 6 Assignment Instructional Strategies
 
Instructional strategies help instructors deliver information and assess students while enabling students in their learning. Various instructional strategies can be implemented to improve student learning and engagement. The selection of effective teaching strategies can lead to high-quality instruction.
NUR 648 Week 6 Assignment Instructional Strategies
The purpose of this assignment is to select an instructional strategy for various settings based on learning theories. Use the “Instructional Strategies” resource to fill in the graphic organizer. Based on the setting, you will choose an educational theory, application to learning, and instructional strategy.
In addition to completing the “Instructional Strategies” graphic organizer, update your lesson plan from Topic 3 to include the instructional strategies you research in this assignment. Select five evidence-based resources on instructional strategies to support your findings.
Include the Instructional Strategies graphic organizer and updated lesson plan as one Word document.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

almost all faculty members who teach in higher education as subject matter experts lack formal training in the science of instruction and instructional design, even though they routinely design instructional materials. That is, faculty members are involved in instructional design activities that mostly lack scientific underpinning and proper documentation (13, 25). In contrast to subject matter experts, instructional designers are formally trained to use several instructional design models that have been developed for systematic planning and the development of instruction. These systematic processes in designing instruction are aimed at increasing instructional efficiency and facilitating student learning. In that respect, design models translate the general principles of learning and instruction to provide a procedural framework for developing instructional materials and creating an environment for successful learning outcomes.
Although there are many different design models available, all of them include the following essential phases of instructional design: analysis, design, development, implementation, and evaluation phases. The designer’s main task is to perform instructional analysis to determine instructional goals, develop instructional strategies, and develop and conduct an evaluation to assess and revise instructional materials. Like instructional designers, faculty members also use aspects of instructional design. They consider the program objectives to identify their session objectives, develop learning activities to reach these objectives, and assess learners’ progress toward achieving those objectives. However, faculty activities in planning educational experiences or designing educational investigation should be guided and supported by the science of learning and instruction.
The main objectives of this article are to present the theoretical evidence for the design and delivery of instructional materials and to provide a practical framework for implementing those theories in the classroom and laboratory. Three sections are included to present the science of learning and related learning theories, the science of instruction, and a framework for implementation.

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