Principle Learning, Problem-Solving Instruction, Psychomotor Skills

Ch. 11 Principle Learning
Acquisition vs. Stating

CH. 12 Problem-Solving Instruction
Problem Representation
Define problem
Decompose into sub-problems
Identify the class of problem
Solution Planning
Solution Implementation
Solution Evaluation

Psychomotor Skills
Discrete vs. Continuous Skills
Closed Skills - without active influence from the environment
--ie. bowling, golf, typing
Open Skills - the environment causes the performer to make continuous adjustments
--ie. basketball, hockey, driving a car, video games

Declarative Instruction, Concept Learning, Procedural Knowledge

Chapter 8 - Declarative Knowledge

3 Types:
1. Names & Labels
2. Facts &Lists
3. Organized Discourse


Storing Declarative Knowledge:
memorization
linked to existing knowledge
must be meaningful, integrated with prior knowledge
instructional "tricks" can be used to assist with this


Instructional Design Implications:
(How to teach this kind of lesson)
1. Purpose
2. Preview
3. Stimulate
4. Present in the best way
-associated techniques
-organizational techniques
-elaboration techniques
5. Focus
6. Practice
7. Feedback
8. Summarize & Review
9. Assess

Chapter 9 - Concept Learning

(my presentation)

Chapter 10 - Procedural Knowledge

Start with simple procedures, then move to more complex applications of the procedure.

Steps:
Introduce
Arouse Interest/Motivate
Process Information and Examples
-recognize that a situation requires a particular procedure
-complete its steps
-recall the steps
-determine if the procedure has been properly applied
Practice
Evaluate/Feedback
Conclusion
Assessment

Writing Performance Objectives

Utah Museum of Natural History
School Program & IDET Project
Junior Science Academy, Grades 4 & 5

Project Goal:
JSA would benefit from resources that can help teachers and parents prepare for their field trip with their students. These resources would:
1) Make clear the expectations UMNH has of teachers and parents attending JSA classes.
2) Provide guidelines for teachers and parents that outline ways in which they can effectively facilitate learning in the small groups they are assigned.
3) Include pre-visit, visit and post-visit communications to ensure expectations are clear prior to arriving at the museum and during the class. We also want to express appropriate appreciation after the visit.
4) Be accessible via the web with downloadable materials available for parents who may not have Internet access.


Writing Performance Objectives
Converting Instructional Objectives into Performance Objectives (objectives that are clear actions - "students will be able to..." - with expected accuracy)