Module 9
Content-Performance Matrix:
Developing Instructional Strategies

Extend

Clark's Content-Performance Matrix

	Facts	Concepts	Processes	Procedures	Principles
Apply		Classify new examples	Develop a process	Perform a procedure	Solve a problem. Make a Inference
Remember	Remember the facts	Remember the definition	Remember the stages	Remember the steps	Remember the guidelines

Identifying Content

• Conduct Cognitive Task Analysis (Knowledge mapping)--see Module 6
• Knowledge map can be used to guide design concept writing and prototyping.
• A real example: Accent Reduction for ESL

How to Teach the Content (Clark book, Cht.  3-7)

Team discussion and presentation in class: Be a 10-minute Lesson Designer

Procedures (Chapter 3)

Concepts (4): (The R section of this module has an example)

Factual information (5)

Processes (6)

Principles (7)

Each team will talk to the class about one of the five content they looked at:

• What is ... (e.g., a procedure)? What are the types of ... (e.g., procedures)?
• What are the strategies to teach this type of content (facts, concepts, processes, procedures, principles)?
• Please provide an example (real or hypothetical)

Be creative with your presentations, role play, Q-A, drama...

 

Design of Examples to Support Cognitive Processes

Four guidelines (Clark, 2002b, p. 12)

• present worked examples
• use audio
• present examples that differ but illustrate the same guidelines
• train to self-explain examples

• What are collaborative work groups?
• How to apply decision support to human performance?
• What about finding the most useful websites?
• What about online references and job aids?
• Harnessing the Internet for performance improvement.

Clark, R.C. (2002a). Four architectures of instruction.  Performance Improvement Journal, (39)10. PDF file

Clark, R.C. (2002b). The new ISD: Applying cognitive strategies to instructional design.  Performance Improvement Journal, (41)7. 650kb PDF file

 

 

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