Implementing an Instructional Strategy Into the Classroom

¶ … Instructional Strategy Into the Classroom

The instructional strategy selected for implementation in the classroom is job aids. There is a large body of research that suggests that job aids can be used to effectively improve understanding, cognition, retention and interpretation of material in the classroom (Dwyer & Spaulding, 2001). Simply defined, job aids are simple tutorials that often contain graphics used to illustrate the steps needed to accomplish a task or define a problem (Thiagi, 1999). They can come in many different forms including: checklists, decision tables, worksheets, flowcharts, diagrams or any other items that help improve student performance with regard to individual tasks, without requiring memorization of the specific steps or factual information related to the task (Thiagi, 1999).

A good example of a potential 'job aid' is a yellow pages directory (Thiagi, 1999) which helps people locate and use telephone numbers. Job aids work by improving an individual's ability to recall information without necessitating memorization, though job aids have been shown to improve re-call (Thiagi, 1999).

The research available regarding job aids suggest that they can be easily incorporated into the classroom setting to facilitate learning on any subject material. According to Dwyer & Spaulding, job aids have been used "to facilitate recall after the learner has been exposed to instruction and training" (p. 437). Job aids can be used to provide information while jogging memory and also guide student perspectives and decision making processes (Dwyer & Spaulding, 2001). Job aids can be used as a complementary tool alongside traditional lecturing techniques to help students review information covered in the classroom and complete assignments directly related to instructional material.

Job aids facilitate learning without memorization (Rosset, 1991). There has been a considerable amount of research that suggests the use of job aids as an instructional strategy assists students in acquiring skill and knowledge (Dwyer & Spaulding, 2001). Job aids have also been used successfully by employers particularly in the technology industry to facilitate comprehension and retention of complex materials (Dwyer & Spaulding, 1999).

Job aids can also be used to improve overall classroom and performance and facilitate internal coding of knowledge (Dwyer & Spaulding, 2001). Job aids may also facilitate independent decision making and interpretation (Rosset, 1991).

There are different type of job aids that can be used in the classroom including the following: cueing, association, procedure based and analog (Dwyer & Spaulding, 2001). Dwyer & Spaulding (2001) suggest that job aids are beneficial because they provide "graphic representation of the content which helps learners organize information immediately after exposure" (p. 437). Job aids can also be used to aid retention and retrieval.

Rossett (1991) suggests that job aids help guide perspectives and enable students to self-evaluate and re-organize information in a manner that is clear and easily retained. He further suggests that job aids can aid students during the decision making process. Further Rossett supports the notion that job aids can be used regardless of the discipline being studies.

In an earlier study Dwyer & Spaulding (1999) find that job aids help learners by supporting visualization memory and interpretive processes (p. 87). Other studies support this notion suggesting that knowledge is often stored in "knowledge structures in the form of schemas" or visual representations rather than simply words (Dwyer & Spaulding, 1999). They do point out that job aids are particularly useful for recalling cognitive-based learning tasks.

Job aids can be incorporated into the classroom environment very simply. The instructor needs to simply identify the steps and decisions required for a procedure to be completed or a task to be accomplished, and then develop a set of job aids enabling anyone in the classroom to perform the procedure.