Instructional Strategies Week 1 Flashcards
Typical Five Step Model in instructional design
- Setting objectives 2. Pre-assessment, 3. Planning instruction 4. Trial 5. Testing and Evaluation
Determining whether or not the students have the prerequisites to benefit from instruction
Preassessment
presenting the instruction for developmental purposes
Trial
Two types of schemata
state schemata and process schemata
The complex process of attaching meaning to events or constructing meaning from events
Perception
cognitive operation of mind by which it conforms to the demands of the enviornment
Accommodation
fitting the environment to the demands of the mind
Assimilative learning
Routine fast learning
accretion
factual or propositional knowledge
declarative knowledge
composed of lines and elements (disjointed bits of information)
semantic
connected chains such as historical and story narratives merely connected by time
episodic
knowing how that is. An order-specific and time dependent knowledge
Procedural knowledge
knowing when and why to use a procedure
conditional knowledge
9 Conditions of Learning
Gain attention
Inform learners of objectives
Stimulate recall of prior learning
Present the content
Provide “learning guidance”
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer to the job
Involves the teaching the strategies while students are learning instructional content
reciprocal learning
artificial aids to memory
mnemonics
Learning domains: what one knows or thinks
Cognitive
Learning domains: what one does physically
Pyschomotor
Learning domains: what one feels or what attitudes one has
Affective
Bloom’s Taxonomy 6 Domains
Knowledge, comprehension, application, analysis, synthesis, and evaluation
Blooms’ taxonomy: recall information or data
Knowledge
Bloom’s taxonomy: students are able to name the theoretical approaches to a discipline
Knowledge
Bloom’s taxonomy: showing understanding of what information means
Comprehension
Bloom’s taxonomy: students can describe key theories, concepts, and issues for each of the major theoretical approaches
Comprehension
Bloom’s taxonomy: use concepts in a new or novel situation
Application
Bloom’s taxonomy: students can apply theoretical principles to solve real world problems
Application
Bloom’s taxonomy: separating concepts into parts or attributes so that the structure may be understood.
Analysis
Bloom’s taxonomy: students can analyze the strengths and limitations of each of the major theoretical approaches for understanding specific performances
Analysis
Bloom’s taxonomy: create a new meaning by synthesizing parts of an idea
Synthesis
Bloom’s taxonomy: students can combine theoretical foundations to explain complex phenomena
synthesis
Bloom’s taxonomy: Making judgements about the value of materials or ideas
Evaluation
Bloom’s taxonomy: Students can select a theoretical approach that is most applicable to an environment and explain why they’ve selected that perspectives
Evaluation
Five Domains of Learning (from Gagne)
Verbal information, attitudes, motor skills, intellectual skills, and cognitive strategies
Stating previous knowledge: facts, concepts, principles, and procedures
Verbal information
Choosing personal actions based on the internal states of understanding and feeling
Attitudes
executing performance involving the use of muscles
motor skills
distinguishing objects, features, symbols
discrimination
identifying classes of concrete objects, features, or events, or ideas by definition
concrete concepts
classifying new examples of events or ideas by definition
defined concepts
applying a single relationship to solve a class of problems
rules
(higher order rules) applying a new combination rules to solve a complex problem
problem solving
using personal ways to guide learning, thinking, acting, or feeling
cognitive strategies
