feedback

see the attachment. total 400 words with following the instruction. each peer 2000 words with out qutation

Instructions

Remember to use 200 words to respond the two peers.

Each feedback has to have two quotations from the book

The feedback should be agree or not agree with the peers writing .and why you are agree or not .

Peer one

Q1.What are the prescribed instructional events that comprise an e3 strategy for each of the five types of component skills?

 

  

       For an effective e3 instructional strategy, every component skill that is included makes the achievement of the goal easy. The instructional events prescribed in Merill (2013) are given below:

 

1. Information-About Instructional Strategy

Goal: Identify information about a set of object, activities or processes.

 

Prescribed Instructional Events:

Presentation: 
Tell name, information and portrayal item-by-item; focus attention; explore; repetition.

Practice: 
Ask for one piece of information by giving the other. Immediate response; avoid sequence cues; corrective feedback.

 

2. Part-of Instructional Strategy

Goal: identify the name and location of a given part with respect to the whole of some object or system.

 
Prescribed Instructional Events:

Presentation/demonstration:
 Show its location in the whole and tell the part name and information about the part. Avoid location cues.

Practice/application: 
Do point to location of the part given its name or information; Use random-order; avoid location cues; require immediate response; corrective feedback.

 

3. Kind-of Instructional Strategy

 

Goal: Classify unencountered instances belonging to a particular class.

 
Prescribed Instructional Events:

Presentation: Tell the name of the class and the values on the discriminating properties that determine class membership.

Demonstration: 
Show examples and non-examples of the class. Provide attention-focusing guidance; a divergent set of examples; matched examples and non-examples; imake them ncreasingly difficult.

Application:
 Do require learners to classify unencountered examples and non-examples of the class. provide coaching on early items and corrective feedback.

 

4. How-to Instructional Strategy

 

Goal: perform a series of action that lead to some desired consequence for unencountered instance of a task.

 
Prescribed Instructional Events:

Presentation: 
Tell the name of the procedure and the steps and their sequence required to complete the procedure.

Demonstration: 
Show the execution of each of the steps in instances of the procedure. provide attention-focusing guidance; a divergent set of task which is increasingly difficult.

application; Do require the learners to execute each step for a set of increasingly difficult instance of the task, provide coaching on early terms and intrinsic feedback.

 

5. What-Happens Instructional Strategy

 

Goal: given a set of conditions, predict the consequence for unencountered instances of the process. Given an unexpected consequence, identify the missing or flawed conditions responsible for the consequence.

 

Prescribed Instructional Strategy

Presentation: 
Tell the name of the process and the conditions for each event in the process.

Demonstration: 
Show the process in real or simulated instances. Provide attention-focusing guidance a divergent set of increasingly difficult instances of the process.

Application: Do require the learner to predict the consequences of find the flawed or missing conditions for a set of increasingly difficult instances of the process.provide early coaching and intrinsic feedback.

 
 

Q2.How are the content elements for different component skills combined to provide an integrated set of content elements for a whole problem?

 

         According to Merill (2013), “In real-world problem, every step is a trigger that changes some condition, and it is the set of changed conditions that bring about the consequence”(p. 122).

 

         For a problem, the content elements for what-happens component skills are the conditions that lead to some consequence. Sometimes it is also a set of steps that lead to some consequence which is a how-to component skill. The steps, rather than leading directly to the consequence, each bring about a condition that, together with other conditions in the set, brings about the consequence. And this set of component skills for each step + condition for each step gives us an integrated set of content elements for a whole problem.

 
 

Q3.How are the instructional strategies for different component skills combined to provide a problem solving instructional strategy?

 

         According to Merill (2013),”The major instructional activities for teaching a whole problem include:

1. Demonstrate the whole problem,

2. Teach each of the component skills or problem-solving events that comprise the problem, and

3. Do the whole problem”(p.127).

         And in these steps, instructional strategies for different component skills (kind-of, how-to, what-happens, information-about, part-of) are combined for instructional modes (Tell, Show, Ask and Do) according to the content needs.

 

For example,

For step one, make sure that the demonstration is complete with kind-of, what-happens and how-to for Show-Q, Show-C and Show-S respectively.

For step two, for each problem solving event, describe Tell and show Show the condition C and the step S with kind-of and how-to component skills combined. Then identify the step Doid-S and the condition Doid-C for the problem solving event, and execute the step Doex-S and identify the resulting conditions Doid-C using kind-of and how-tocomponent skills.

For step three, predict consequences from the conditions Doex-Q, find faulted conditions or steps Doex-C and execute all of the steps for the whole problem Doex-S with what-happens and how-to component skills.

 

Key: C=condition, S=step, Q=consequence, Doid=identify an instance, Doex= predict consequence (Doex=Q), find faulted conditions (Doex-C), execute steps (Doex-S).

 

Q4.What is a problem-solving event?

 

         Merill (2013) describes problem-solving event as:”one of a series of activities involved in solving a problem; consists of a step and the condition it brings about”(p.121).

        A problem solving event is one of a series of activities where different component elements are utilized targeted at the steps taken which in result changes the condition to solve a problem. The content elements for a problem-solving event includes; for the step (how-to and sometimes kind-of) , which changes the condition (what-happens). A condition may be content elements from an (information-about) or (part-of) component skill.

　

  

Q5.What are the content elements of a problem-solving event?

 

          According to Merill (2013),”Problem-solving events include content elements from at least three different component skills—what-happens, how-to, and kind-of”(p.126).

The content elements for what-happens are associated with conditions that leads to a consequence. The content elements for how-to are associated with the steps that point to some condition. The content elements for kind-of are often associated with the properties of the conditions, the consequence, and each of the steps.

 
 

Q6.What is the instructional strategy for teaching a problem-solving event?

 

          According to Merill (2013), “Instruction for a problem-solving event involves three major activities:

1. Demonstrate the first portrayal of the problem-solving event,

2. Identify the step and condition for the second portrayal, and

3. Execute the step and identify the resultant condition for a third portrayal”(p.123).

 

         A demonstration of the condition C and steps S through kind of and how-to component skills followed by the identification of step Doid – S and condition Doid – C  through kind-of component skills leading to the execution of the step Doex – S through how-to and identification of the resulting condition Doid – C through kind-of component skills.

 

Key: Doid = identify an instance, Doex = execute a step, S = step, C = condition

 
 
 

References

 

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient, and engaging

instruction. San Francisco, CA: Pfeiffer, 48-71.

Peer two

1.      What are the prescribed instructional events that comprise an e3 strategy for each of the five types of component skills

The prescribed instructional events are presentation, practice, demonstration, and application. Presentation entails telling instructional events (Merrill, 2013). Learners are given a name for the information, shown some portrayal of the information if required and provided for the information description. The description and portrayal offer information that the student is expected to remember about some process, activity or object. Practice entails asking instructional events with corrective feedback; given the portrayal or description, learners can provide or recognize the name associated with the information (Merrill, 2013).

 

2.      How are the content elements for different component skills combined to provide an integrated set of content elements for a whole problem

The content elements for the different component skills are combined to provide an integrated set for a whole problem by ensuring that the instructional events enable learners to acquire all the skills.

 

3.      How are the instructional strategies for different component skills combined to provide a problem solving instructional strategy

The instructional strategies for different component skills provide a problem solving instructional strategy  by combining the content elements with instructional modes of tell, show, ask and do that (Merrill, 2013).

 

4.      What is a problem-solving event?

 A problem-solving event refers to a series of activities involved in solving a problem; it consists of a step as well as the condition it causes.

 

5.      What are the content elements of a problem-solving event?

The contents elements of a problem-solving event are structural frameworks, media implementation and peer interaction.

 

6.      What is the instructional strategy for teaching a problem-solving event

The instructional strategy integrates the instructional strategies for individual component skills. The instructional design demonstrates and applies component skills in the problems to be solved instead of a set of skills that will eventually be used in solving a problem towards the end of the instruction. It involves three major instructional activities: showing the whole problem, teaching the component skills or problem-solving events, and doing the whole problem (Merrill, 2013).

 
 

Reference

      Merrill, D. (2013). First Principles of Instruction. New York, NY: John Wiley & Sons.