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)

Writing Objectives

How to Write Objectives
Needs, Prioritize Needs
Goals (5 steps to refine) -- very broad, main point to everything
Objectives (Task Analysis) -- more specific, supports the main goal

-Task Analysis models

• General Procedural model
• Job task model
• Hierarchical model
• IPA model
• Task knowledge structures model

Procedural Analysis Model
Enter with task -> is task sequence of activities? -> are tasks overt? -> write task objective -> select task performance / select elicitation methods -> outline performance --> review outline -> flowchart performance -> review flowchart with experts ->field test flowchart <-> flowchart acceptable? -> design instructional sequences

Job Task Analysis Model
Used when multiple groups of people need their separate tasks/responsibilities to merge and work with the other groups' tasks/responsibilities
Job -> Task 1
-----> Task 2
-----> Task 3 -> Step 1
----------------> Step 2
----------------> Step 3
(etc.)

Learning Hierarchy (Prerequisites) Analysis Model
Describes the learning dependence relationship among a set of intellectual skills
Identify the highest level (most complex) learning outcome that is sought and then develop a list of prerequisite skills in order to achieve the desired outcome

Merrill's Information Process Analysis (IPA) Model
Used to reveal the cognitive operations and decisions necessary to accomplish a task
Enter with problem -> Define the problem -> List possible solutions -> Generate possible consequences for each solution -> Select most promising solutions -> Test solution -> Did solution solve problem? -> (No) Another viable solution? (go back to selecting a promising solution) -> (Yes) Problem Solved

TKSs Analysis
Go from domain knowledge to design

Goal
-> Knowledge 1
--> Knowledge 1.1
---> Knowledge 1.1.2
--> Knowledge 1.2
-> Knowledge 2
-> Knowledge 3
(etc.)


Reigluth Presentation Notes:
Elaboration Theory
zoom lens analogy
start with wide angle lens (overview of most basic concepts), then zoom in (elaborate on one specific part, complexity, details), then end with wide angle again (review, relationships, summary)

Merrill Presentation

CDT - Component Display Theory

Three Levels of Teaching:
Remember
Use
Find

Types of Content:
Facts
Concepts
Procedures
Principles

Forms of Presentation:
Generality
Expository
Inquiry

Practice should match performance assessment.

Learner Control
CDT assumes every student needs the first level of presentation.
CDT elaborates in the second presentation. Whether the student needs this depends on the student and the content.

Merrill's matrices help the designer plan the order and sequence of the presentation of information. His matrices are very general, leaving things open for the designer to use the various components as needed.

Merrill/Reigeluth

Merrill
A micro level strategy
The problem with the macro level strategies is that they don't help you think through how to present instruction. They assume that you know how to present and plan.

What are micro level strategies?
1) Type of content
-Facts
-Concepts
-Procedures
-Principles

*facts are specific instances of the more general concepts
*procedures are the steps that tell what to do
*principles are the more general concepts that relate more than one concept

2) Performance
-Remember
----Human memory: associative, episodic, image, algorithmic
-Use/Apply
-Find/Discover

•Based on the outcomes expected, we must determine what the conditions for learning must be
•Gagne's 5 types of learning outcomes: motor skills, intellectual skills, cognitive strategies, attitude, verbal information
•OR Bloom's Taxonomy can outline various desired levels of learning and connects the levels of learning to specific strategies
•Bloom is forward design, Gagne is backward design
•Gagne's weakness is that he focused only on performance, but when content is changed, performance is affected.
•Merrill says we must focus on performance and content.

Primary Presentation
Generality (the framework)
-Tell, explain, expository: Rules, definitions
-Question, inquiry: Practice to understand rules and definitions

Instance/Specificity (the details)
-Tell, explain, expository: Examples
-Question, inquiry: Practice to understand individual examples relating to rules and definitions

Secondary Presentation
Elaborate on the primary presentation
-alternative representation
-contextual elaboration

Generality
-Tell, explain, expository: with instance (ie. background info.)
-Question, inquiry: Specific examples of Sonnet

Instance/Specificity (the details)
-Tell, explain, expository: summarize, categorize
-Question, inquiry: summarize, categorize


Reigeluth
A macro level strategy
Deals with only organizational strategies, not with delivery (ie. media selection) & management (ie. resource allocation)

Organizational Strategies:
Macro - concerned with the selection, sequence, structure of the subject matter topics
Micro - concerned with the details of each individual presentation to the student

epitome - Reigeluth thought that it was important in teaching any concept to make an analogy to help learners understand - start simple, general, and concrete - very concrete - what are the main, most important parts of the unit you are going to teach them? - This is more for teacher planning, not what you are actually going to say to the kids
elaboration - then work toward more complex, specific, and abstract

Macro Level Sequence: the 4 S's
*Selection
*S
*Summary
*Synthesis

My Group: Reigeluth - powerpoint with a concrete example - present week after next
Katie
Shannon
Camille
Scott
Randy
Lisa
Kevin

First Day of Class

Class Website

Get the text book
VII. REQUIRED TEXT:
Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd Ed.). John Wiley &
Sons, Inc. ISBN: 0-471-39353-3.

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A Survey of ID Models
ADDIE Model - Analysis -> Design -> Development -> Implementation -> Evaluation
Dick & Carey's Model - more feedback before implementation, not just a summative evaluation
Leshin-Pollock-Reigeluth's Design Model - very linear, evaluation at the end
IDI Design Model - (Instructional Development Institute Design Model) more elaborate
Branson-IPISD (Inter-service Procedures for Instructional Systems Development) - even more detailed and elaborate, but still linear
Hirarchical-Parallel Design
Bergman-Moore Model
Gerlach-Ely Model - it does have early evaluation and revision, but no needs assessment
Van Patten's Model - aka production model - there is an evaluation component, specifies what each person involved in the process is responsible for (client, SME, designer, evaluator, etc.)
Diamond's Model - two phases: phase 1 is design, phase 2 is production, implementation, and evaluation
Smith-Ragan's Model - Analysis, Strategy, Evaluation - evaluation and revision throughout
Parallel/Non-Linear Design
Gentry's Model - development components & supporting components
Kemp, Morrison, and Ross' Model - circular, repeating, overlapping, evaluation throughout