This week we will look closely at four different methods of pre-instructional strategies for introducing an instructional unit; pretest, objectives, overview, an advance organizer. We see that each of the four strategies has specific applications for use in creating a better introduction for the unit. I’m looking forward to reading each of your discussion posts this week.
Make sure you listen to the lecture before posting in this week’s discussion because it breaks everything down very well!
TABLE 8-1: Preinstructional strategies
| Strategy | Function | Content Structure | Learner | Task Attributes |
| Pretests | Alert the student to what is expected | Length of the instruction is relatively short and loosely structured | Above-average IQ, older, or more mature learners | Learners should have some familiarity with the content if the questions are to be meaningful |
| Behavioral objectives | Preciselyinform the student of what is expected | Used to preface a passage of fewer than 2,500 words | Middle-ability students | Works best with traditional methods such as lectures |
| Overviews | Prepare the learners for the learning task | Little or no structure | Lower-ability students | Facts |
| Higher-ability students | Concepts | |||
| Advance organizer | Conceptual framework needed to clarify content for learner | Should have a dominant structure | Above-average ability, maturity, and sophistication | Factua |
