Chapter 4 - Engaging Learners Through Instructional Methods Flashcards
Accommodators
Via David Kolb.
Sometimes referred to as concrete-active.
Similar to “Convergers,” but these learners are more inclined to experiment with the technology, create “what-if” scenarios for themselves and combine knowledge to see the outcome of their combinations.
Preference: These learners like a loosely structured training event that allows them time to test their theories and understanding of a technology.
Active Learning
Hands-on involvement with the technology.
The learner is actively involved in the technology and topic through exercises, hands-on activities and interactions with the instructor and other participants.
Andragogy
Via Malcolm Knowles, Theory of Adult Education
Describes the science and applications used to teach adults.
Assimilators
Via David Kolb.
Sometimes called abstract-reflective learners.
Learners who want to know the very specific directions to reach a desired result.
They want to understand the exact step-by-step instructions to apply the technology in their work and lives.
Attitude
(Gagne’s Conditions of Learning #4)
Via Gagne’s Conditions of Learning (Category 4)
The learners’ attitude toward the training, the instructor, the technology, and themselves affects their abilities to learn.
The instructor can reward and recognize proper behavior to promote good learning.
Auditory / Verbal Learners
Learners that like to listen to an instructor explain technical concepts.
But, in addition to listening to a good lecture, they also like to interact with the instructor and other people in the classroom.
Preference: Group conversations and opportunities to discuss questions.
Cognitive Learning Theory
Focuses on how people process and retain information.
Less concerned with the behavior the learning brings about than with how the learning happens internally within each participant.
This theory begins the instructional design and its effect on learning.
Cognitive Strategies
(Gagne’s Conditions of Learning #3)
Part of Gagne’s Conditions of Learning (Category #3)
Learners will internally process what the instructor is teaching by using the learning strategies.
Constructivist Learning Theory
Posits that learners’ cognitive development is based on experiences.
The outcome of a learning opportunity, whether in the class or through self-directed discovery, is that the learners make sense of the experience based on the outcomes of current and previous learning experiences.
Convergers
Via David Kolb.
Sometimes called abstract-active learners.
These people thrive with detailed, hands-on activities with the technology in order to learn how the technology works.
Preference: They prefer to be active in labs and testing rather than in lecture-driven training.
Divergers
Via David Kolb.
Sometimes referred to as concrete-reflective.
These people use the concrete experience and reflection to best learn.
These learners want to experience the technology you’re teaching, but they must understand how the information will be applied in their jobs and lives.
Gain attention
(Via Gagne’s #?)
Via Gagne #1
One of nine categories of learning as defined by Gagne.
The instructor must get the participant attention by linking the subject matter to the participants’ lives and making the topic interesting.
Inform Objectives
(Gagne’s #?)
(Via Gagne’s #2)
One of nine categories of learning as defined by Gagne.
Learners tneed to know what the instructor is going to teach, and the objectives help the learner anticipate and set expectations for the class.
Stimulate recall of prior knowledge
(Gagne’s #?)
Gagne’s #3.
One of nine categories of learning as defined by Gagne.
Based on past experiences or previous training the instructor builds new information on working memories of the participant.
Present Stimulus Material
(Via Gagne #?)
Via Gagne’s #4.
One of nine categories of learning as defined by Gagnes.
The instructor teaches the objectives in an interesting, engaging way.
Providing Learning Guidance
(Gagne’s #?)
Part of Gagne’s 9 categories of learning (#5)
The instructor helps the learner understand the new material through demonstration, repetition, and applied examples such as case studies.
Eliciting Performance
(Via Gagne’s #?)
Via Gagne’s #6
One of nine categories of learning as defined by Gagne.
The instructor offers time for the learner to practice the new information through exercises, additional demonstrations, and confirmation of understanding.
Providing Feedback
(Via Gagne’s #?)
Gagne’s #7
One of nine categories of learning as defined by Gagne.
The learners need feedback on their performance and understanding.
This can mean corrections and reinforcement or confirmation of understanding.
Assessing Performance
(Gagne #?)
Via Gagne (#8)
The instructor may test the learners’ knowledge through:
- assessment exams,
- exercise without coaching,
- or other methods for the learner to show understanding of the material.
Enhance retention and transfer
(Via Gagne’s #?)
Via Gagne’s #9
One of nine categories of learning as defined by Gagne.
The instructor makes a determination of skills learned by the participants.
The participants apply the skills and are able to retain and retrieve the information at will.
Kolb’s Learning Cycle
David Kolb defined four elements that create a cycle of learning and understanding.
Adult learning can begin at any of the elements, as the cycle is like an ongoing spiral based on experience and current understanding.
The four elements are:
- Concrete experience
- Observation and reflection,
- Forming abstract concepts,
- and testing knowledge in new situations
Learning Styles
