Creating Inclusivity and Responsiveness with Microinstruction in the Delivery and Design of Blended and Online Learning

Concurrent Session 3
Streamed Session Blended Equity and Inclusion

Watch This Session

Session Materials

Brief Abstract

Do you want to learn how to create a more inclusive hybrid and blended learning experience for all learners? In this session, you will experience asynchronous and synchronous microinstruction learning modules as a learner and receive practical best practices for your own implementation in this interactive session.

Extended Abstract

In simple terms, microinstruction can be defined as the overall practice of instructing, assessing, and organizing key instructional pieces is small chunks to allow for a more inclusive, responsive, and effective learning experience.  Philosophically, microinstruction is an instructional approach that seeks to create a more inclusive learning experience by simplifying the learning process and design insomuch that learners have an increased access to instruction and content.


Microinstruction encompasses other known terms such as: as microteaching, micro-assessments, and micro project-based learning. These terms are gaining popularity in professional development for organizations to ensure that their members understand and can apply critical information. In particular, microteaching is becoming more prevalent within secondary institutions due to the effectiveness of its approach and its ability to be used alongside other instructional styles.


Microinstruction, and its associated terms listed above has shown to be successful for both the learner and instructor. There is a great reduction in reteaching and learners can progress to more challenging material in an efficient manner. Microinstructional learning modules and content design are characterized by highly condensed presentations, concise assessment approaches, immediate opportunity for feedback, and are designed to be easily accessed. This last factor, which will be further explained in the presentation, means that the content can be easily viewed or used on a wide range of technological tools. The design of the instruction itself, which will also be explained, ensures that a wide variety of learners can process and understand the material. These combined factors make the instruction inclusive to learners who may face technological limitations and those who need modifications in the structure of content itself. Together, all of these factors help to bring a more successful experience for both instructor and learner.


The overarching goal of this presentation is to have the attendee experience microinstruction themselves by taking the role of a learner in asynchronous and synchronous learning opportunities. In this highly interactive presentation, attendees will receive a practical explanation of microinstruction, discover key characteristics, and best practices for their own application of microinstruction. Most importantly, attendees will explore and take part in example microinstruction learning modules to gain an understanding of the learner experience. This session is appropriate for the facilitators, administrators, and designers of both professional development and educational institutions. 


Learning Outcomes:

  1. Attendees will be able to define micoinstruction and explain when it is appropriate.

  2. Attendees will be able to identify 2 characteristics of microinstruction.

  3. Attendees will be able to identify at least 1 best practice that they can implement in their own practice.