Dr. Holland's ISD Tutorial

Note: This lesson contains seven short video segments of Dr. Gloria Holland demonstrating clustering and mapping processes. These videos directly correspond to the text passages they follow and they require Real Player. Video segments are identified by the clapboard symbol below:

In this lesson we will utilize ability statements to structure and outline the design of the instructional program. We will do this in three steps. The first step is the writing and listing of ability statements; the second step is the grouping or clustering of these ability statements into themes, and the third step is the development of instructional maps from these ability statements and/or the topics they represent.

If we are designing an instructional program for preparing students to be effective teachers, we would start by first identifying what teachers do. What teachers do must first be written in an ability statement format—action verb and direct object (already covered in Lesson 2).

Here are some examples of ability statements that may very well result when we ask the question:

Could you add to this list? Certainly! This is by no means a complete listing — just a sampling of ability statements which relate to teaching.

The next step in the process is to look at the listing of ability statements and identify some common threads or themes.

Combining my thoughts and your thoughts on what teachers do, it becomes evident that there are certain themes running through the ability statements we created. There are certainly abilities statements having to do with:

Once we have identified the themes, we then need to match the ability statements to an appropriate theme. This portion of the activity is called clustering (Dick, Carey, & Carey, 2001, pp. 118-189, 214-215).

Going back to the ability statements we created in answer to what teacher do, we could cluster the following ability statements under the theme Preparing to Teach:

When we do this clustering under themes, it often becomes apparent that some abilities have been missed or duplicated. It is here that the list can be expanded and refined.

It is also important to realize that ability statements could appear under more than one theme. For example, looking at the three themes and the associated ability statements under each, there is certainly the need for teachers to COMMUNICATE with others. Adding such an ability statement to our list would be most appropriate, and COMMUNICATE with others would be needed in Preparing to Teach, Teaching, and Assessment and Evaluation.

When there is such a global need for a skill, the subject-matter experts (SME) and the instructional design (ISD) team may consider creating a prerequisite lesson or required course to precede the instructional units specifically directed, in this case, toward teaching. Creating a general Communication Skills unit of instruction that is required by all students who are preparing to be teachers would serve this population very well if it were taken before the instructional units addressing Preparing to Teach, Teaching and Assessment and Evaluation of Learning. These essential communications skills could then be further enhanced and practiced in the subsequent teaching units.

In other situations where the same ability statements cluster under more than one topic or theme, the sequence might be one in which the basic theories and practices are covered in the introductory unit, and in following instructions, the skills are further practiced and mastered.

Take time to do some practice clustering on your own. You may come up with different clustering under different themes. The SMEs, and that’s you and your colleagues, are best equipped to know the details of what is required for an effective learning experience.

Identifying Prerequisites Watch Real Video (1:21)

The next step in the process is developing an instructional map for each unit of instruction.

Some may say they use maps when they are lost, or when they need to determine the best route between locations, or to show where they are and where they are going.

There are different types of instructional maps, and in this tutorial we will focus on two — topic maps and ability-statement maps. Topic maps typically refer to the subject or the proper name that is at the heart of the ability statement. For example, the ability statement calculate grades may translated to Grading or Grading Techniques in a topic map. Ability-statement maps provide more detail than the topic maps in that they identify the expected level of performance or learning that underlies each unit of instruction or each lesson within the chapter in a book or a course within a program of study.

Examples of topic maps and ability-statement maps are provided in this lesson.

To create an instructional map, we first look at the ability statements or topics clustered under each theme. Using the action verbs in the ability statements can help to sequence the instruction to build on skills and to determine the prerequisite learning and starting point for the new instruction.

With the ability statements mapped under their appropriate topic or theme, it then becomes easier to sequence chapters, lessons or courses that support the instruction.

Let’s first learn the concept behind instructional mapping. Here is an example of a topic map. The instructional map is set up as a building block with the foundation at the bottom in support of the upper level structures.

In this topic map diagram of the Quality Management Training Program, the basic or core elements of learning take place in the Basic Management and Communication Skills. Once a student completes the core studies, that student has the necessary background to advance to the next level of learning and has the option of approaching any of the remaining five tracks in whatever order desired or offered. So a student could move into the Safety track and then into Administrative.

In each track they will process through a series of lessons that are again sequenced to build on skills.

Let’s take a minute to look at some of the lessons in the Supervisory track of the Quality Management program.

In the core curriculum--Basic Management and Communication Skills--the students have already studied communication--two-way communication, open and closed questioning techniques, body language, communication styles, interpersonal skills, Myers Briggs Type Indicator, etc. This Basic Management and Communication Skills instructional unit serves as a prerequisite for the Supervisory Track.

In lesson 17, Interviewing Skills, students will use and further enhance the Communication Skills they have already learned in the Basic Management and Communication Skills track (communications, questioning techniques, one-way and two-way communications, body language, interpersonal skills, etc.). These are essential to the topic of Interviewing.

Once the students have completed lesson 17, they have the option of moving onto lesson 19 (Coaching and Counseling) or lesson 18 (Motivation). The order for these two lessons, shown on the map on the same level, is not important. What is important is that lesson 17 and its prerequisites have preceded in the student learning.

You can see that Interviewing Skills (17) is a key ability or prerequisite for Coaching and Counseling (19) and Motivation (18) and that all these lessons are the building blocks for lesson 20 (Evaluating Employee Performance).

Let’s look at another track. This is a portion of the Administrative track of the same Quality Management program. Remember students entering this track already have mastered the topics covered in the Basic Management and Communications Skills track.

The logic behind this topic map is Goal Setting, Scheduling and Planning (23) are all necessary abilities for the student to apply and use in Project Leadership (24) and Managing Organizational Change (25).

Remember there is more than one way to effectively sequence instruction. My suggestion is that you put together a structure with help from your colleagues so that different ideas and views can be considered. Test the structure and note where student difficulties typically occur. This might be an indication that the students did not have the appropriate background or preparation, and your logic map might have to be redesigned or the lessons need to be expanded for better learning.

Creating Instructional Maps

Let’s now go back to our design project on preparing students to be effective teachers and develop instructional maps using the ability statements, themes and clusters we have already assembled

Through the clustering we did earlier in this lesson, we identified the following ability statements under the theme of Preparing to Teach.

The instructional map below shows how I might structure the learning sequence for this unit of instruction.

My logic structure for this ability-statement map is to teach students how to write learning objectives first (1) because the objectives will drive the way the instruction is organized (2). With (1) and (2) in my student’s background, I can then move them to the next levels that provide some of the foundational elements of developing a lesson plan -- PLAN learning activities (3), DEVELOP student activity materials (4), and CREATE supplemental instruction (5). All these supporting materials --units (1) through (5)—contribute to the completion of a fully developed Lesson Plan (6).

Remember, I can move from Unit 5 to Unit 3 to Unit 4--these topics are on the same level. However, I must be sure to complete all instructional units at one level before moving to the next.

Let’s now structure an instructional map for the unit of instruction on Teaching.

Through the clustering we did earlier in this lesson, we identified the following ability statements under the theme of Teaching.

The logic behind this ability-statement map structure is the entry-level abilities are: GIVE verbal and written feedback (1); USE presentation techniques (2); USE different teaching strategies (3); USE curriculum guides (4). None of these first four ability statements are prerequisite to each other, and they can be taken or taught in any order. However, the combination of all four of these entry-level abilities is required and necessary to teach a subject effectively (5).

Let’s now structure an instructional map for the unit of instruction on Assessment and Evaluation.

Through the clustering we did earlier in this lesson, we identified the following ability statements under the theme of Assessment and Evaluation.

My logic for this instructional map is I would start teaching my students by first introducing them to the different types of tests and assessments and have them create appropriate assessments tools (1). With this background knowledge and skill, I would then move to ways to grade student work (2) and different approaches to calculating grades (3). The order for teaching (2) and (3) is not important because they are not prerequisites for each other. Once (1), (2) and (3) are completed, I would move the students into more sophisticated and holistic ways of evaluating student work (4).

Now that the ability statements are clustered and mapped under their appropriate theme(s), the next step is to create an instructional map for the themes. With the themes of Preparing to Teach, Teaching, and Assessment and Evaluation of Learning, we need to determine how to sequence them.

My logic for the instructional mapping of the themes is Preparing to Teach (1) and Assessment and Evaluation techniques (2) are key to effective teaching and provide the foundation for Teaching (3). I can teach (2) before (1), but I must complete both before moving on the unit on Teaching (3).

Remember, there is no one way to structure a map. What is important is that your logic supports your suggested sequence, and that the students have the necessary abilities they need as they move from one level to the next.

One additional note on instructional mapping. For a basic introduction to and understanding of the mapping process, the maps that were used in this lesson are very simple. However, maps can be quite detailed and include a unified structure that will allow teachers and students to move across instructional units and tracks in a logical fashion. The map for a course on Instructional Development is below.

The colors on the map indicate exams, applications, and where discussions will take place. It further shows the foundational lessons of Systems Approach, Design Process and Role of the Designer. From there the teacher or the student may choose to enter the Analysis, or the Design, Develop, Implement, or the Assessment, Evaluation tracks/themes. The order is not important as these three tracks are on the same level. But, what is important is that all the instructional units in each of these tracks have been studied before students are asked to Teach. Additionally, students must Teach before they will be able to Evaluate (their own) Instruction.

A student or a teacher may also wish to jump across tracks. For example, when I use this map for my teaching, I follow the Analysis track completely through, and when I get to the Matching Assessments unit of instruction, I include the two base units of Faces of Evaluation and Evaluation Instruments from the Assessment, Evaluation track. Since matching objectives and assessments are important elements of a systematic design, I like to cover all pertinent assessment topics at the same time. Much later in the course, I pick up the final unit of instruction (Enhance Instruction) under Assessment, Evaluation track. The map allows for these little side trips while still moving the instruction forward in a logical direction.

>> Review

Return to Top