{"id":369,"date":"2023-09-20T22:38:23","date_gmt":"2023-09-21T02:38:23","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/course-design\/?post_type=chapter&#038;p=369"},"modified":"2024-08-19T11:06:22","modified_gmt":"2024-08-19T15:06:22","slug":"instructional-flow","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/instructional-flow\/","title":{"raw":"Instructional flow","rendered":"Instructional flow"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>In brief<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>While the instructional framework provides a concrete template to follow when planning instruction, it can be adapted.<\/li>\r\n \t<li>Concepts and skills often need to be taught side by side, and when this is the case, the flow of instruction can vary depending on how you approach the topics.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nThe four phases of instruction give a concrete framework for planning the sequence and types of activities for learning.\r\n\r\n&nbsp;\r\n<div class=\"fusion-image-element \"><span class=\" fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img class=\"img-responsive lazyautosizes lazyloaded aligncenter wp-image-4369\" title=\"Instructional Flow\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/09\/instructional-flow.jpeg\" alt=\"Four sequential phases of instructional flow: introduction, content, practice, and application or integration.\" width=\"1920\" height=\"1080\" data-orig-src=\"https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2.png\" data-srcset=\"https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-200x113.png 200w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-400x225.png 400w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-600x338.png 600w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-800x450.png 800w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-1200x675.png 1200w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2.png 1920w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 1024px) 100vw, (max-width: 640px) 100vw, 800px\" \/><\/span><\/div>\r\nHowever, the cycle of content presentation and learning is often messy. Many concepts, theories and skills within a course are related and are not easily separated or learned in isolation. This means that often, some things are learned side by side. Therefore, the flow of instruction can vary depending on the content.\r\n\r\nThis video details the organizational principles of instructional flow and presents models of varied pedagogical approaches to planning your instructional flow.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=0TqU8l14hR4\r\n\r\nInstructional Flow video \u00a9 Concordia University. <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/09\/instructional-flow-video-transcript.pdf\">Download instructional flow video transcript<\/a>\r\n\r\n&nbsp;\r\n\r\n<hr \/>\r\n\r\n<h2>Resources &amp; Further Reading<\/h2>\r\n<div>Sutton, B. (2014, February 12). <a href=\"https:\/\/ecorner.stanford.edu\/clips\/keep-it-simple-to-reduce-cognitive-load\/\">Keep it simple to Reduce Cognitive Load<\/a> [Video presentation]. Stanford eCorner.<\/div>\r\n<div><\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>In brief<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>While the instructional framework provides a concrete template to follow when planning instruction, it can be adapted.<\/li>\n<li>Concepts and skills often need to be taught side by side, and when this is the case, the flow of instruction can vary depending on how you approach the topics.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>The four phases of instruction give a concrete framework for planning the sequence and types of activities for learning.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"fusion-image-element\"><span class=\"fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img loading=\"lazy\" decoding=\"async\" class=\"img-responsive lazyautosizes lazyloaded aligncenter wp-image-4369\" title=\"Instructional Flow\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/09\/instructional-flow.jpeg\" alt=\"Four sequential phases of instructional flow: introduction, content, practice, and application or integration.\" width=\"1920\" height=\"1080\" data-orig-src=\"https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2.png\" data-srcset=\"https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-200x113.png 200w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-400x225.png 400w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-600x338.png 600w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-800x450.png 800w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2-1200x675.png 1200w, https:\/\/teachingacademy.concordia.ca\/wp-content\/uploads\/2021\/03\/instructional-flow-2.png 1920w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 1024px) 100vw, (max-width: 640px) 100vw, 800px\" \/><\/span><\/div>\n<p>However, the cycle of content presentation and learning is often messy. Many concepts, theories and skills within a course are related and are not easily separated or learned in isolation. This means that often, some things are learned side by side. Therefore, the flow of instruction can vary depending on the content.<\/p>\n<p>This video details the organizational principles of instructional flow and presents models of varied pedagogical approaches to planning your instructional flow.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Instructional Flow\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/0TqU8l14hR4?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Instructional Flow video \u00a9 Concordia University. <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/09\/instructional-flow-video-transcript.pdf\">Download instructional flow video transcript<\/a><\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<h2>Resources &amp; Further Reading<\/h2>\n<div>Sutton, B. (2014, February 12). <a href=\"https:\/\/ecorner.stanford.edu\/clips\/keep-it-simple-to-reduce-cognitive-load\/\">Keep it simple to Reduce Cognitive Load<\/a> [Video presentation]. Stanford eCorner.<\/div>\n<div><\/div>\n","protected":false},"author":64,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-369","chapter","type-chapter","status-publish","hentry"],"part":116,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/369","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":7,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/369\/revisions"}],"predecessor-version":[{"id":591,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/369\/revisions\/591"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/116"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/369\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=369"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=369"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=369"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}