Development of Instruction Plan Based on Generative Learning Theory Components to Enhance Self-Regulation

he purpose of this research is to development of generative instruction plan based on the components of generative learning theory to enhance self-regulation. The qualitative content analysis with deductive exploratory method used to identify generative learning theory components and development of generative plan, And to provide strategies used of Thematic Matrix. The statistical population of this study include all experimental studies, review articles, dissertations and all resources related to generative learning from 1974 to 2017. With purposeful sampling selected 47 articles and one dissertation as units of study. For validation selected 10 experts in educational psychology and educational technology. Finally, extracted 14 main categories includes: attention, motivation, teacher, prior knowledge, Learning opportunities, Student perception, active learner, generation, evaluation, content, analysis, instruction, instructional environment and cooperative learning. Based on these components, instructional plan with the following sections developed: identifying and analyzing the learner, providing instruction, learners engagement, activating prior knowledge, providing content, creating learning opportunities, Facilitation and scaffolding, cooperative learning, generation and evaluation.