I want I.D. Help -

- finding strategies for a lesson.- connecting a:

word or phrasestrategytheoryname

About this.

Finding strategies for a lesson:

• Which of these is more important?– The learner– The subject matter– The class environment– The outcome.

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Strategies for Learners.

• Are your learners…– Not trying to learn?– Experienced and internally motivated?– Having trouble with low level Bloom?– Highly autonomous?– Highly social?

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Strategies for Learners.

• Are your learners…– Not trying to learn?

• Consider:– ARCS – Behavior Modeling– Behavior Modification

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Strategies for Learners.

• Are your learners…– Experienced and internally motivated?

• Consider:– Adult learning theory– Constructivist strategies

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Strategies for Learners.

• Are your learners…– Having trouble with low level Bloom?

• Consider:– Gagne’s Conditions of Learning– Gagne’s Nine Events of Learning– Mnemonics– Advance Organizers

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Strategies for Learners.

• Are your learners…– Highly autonomous?

• Consider:– Constructivist strategies– Adult Learning Theory– Behavior Modification

• (if “autonomy” means “bad habits”!)

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Strategies for Learners.

• Are your learners…– Highly social?

• Consider:– Constructivist strategies– Behavior Modeling

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Strategies for subjects/objectives.

• Are the specific subjects or objectives…– Confusing or Difficult?– Clearly related to each other?– Clearly relevant to the learners?

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Strategies for subjects/objectives.

• Are the specific subjects or objectives…– Confusing or difficult?

• Consider:– Mnemonics– Advance Organizer– Conditions of Learning

• Think about:– C.I.P.– Structural Learning Theory

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Strategies for subjects/objectives.

• Are the specific subjects or objectives…– Clearly related to each other?

• Consider:– Advance organizer

• Think about:– Constructivism– Situated Cognition

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Strategies for subjects/objectives.

• Are the specific subjects or objectives…– Clearly relevant to the learners?

• Consider:– ARCS– Adult learning theory (it works for some kids.)

• Think about:– Constructivism

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Strategies for learning environments.

• Does the learning environment…– Distract from the lesson?– Include experts and beginners?– Become an important part of the lesson?– Extend beyond class space and time?

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Strategies for learning environments.

• Does the learning environment…– Distract from the lesson?

• Consider:– ARCS– Nine Events of Learning

• Think about:– Situated Cognition– C.I.P.

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Strategies for learning environments.

• Does the learning environment…– Include experts and beginners?

• Consider:– Constructivism– Adult Learning Theory

• Think about:– Situated Cognition

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Strategies for learning environments.

• Does the learning environment…– Become an important part of the lesson?

• Consider:– Adult Learning Theory

• Think about:– Situated Cognition – Constructivism

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Strategies for learning environments.

• Does the learning environment…– Extend beyond class space and time?

• Consider:– Nine Events of Learning

• Think about:– Constructivism

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Strategies for Results.

• Must every learner – succeed?– be challenged?– be carefully evaluated?– be happy and satisfied with the lesson?– be helped to continue learning on their own af

ter the lesson?

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Strategies for Results.

• Must every learner – succeed?

• Consider:– Conditions of Learning– Nine Events of Learning– ARCS

• Think about:– C.I.P.

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Strategies for Results.

• Must every learner – be challenged?

• Consider:– Constructivism– Adult Learning Theory (for some kids, too.)

• Think about:– Situated Cognition

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Strategies for Results.

• Must every learner – be carefully evaluated?

• Consider:– Conditions of Learning– Nine Events of Learning

• Think about:– Behaviorism– C.I.P.

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Strategies for Results.

• Must every learner – Be happy and satisfied with the lesson?

• Consider:– ARCS– Adult Learning Theory– Behavior Modeling

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Strategies for Results.

• Must every learner – be helped to continue learning on their own

after the lesson?

• Consider:– Constructivism

• Think about:– Situated Cognition

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Words and phrasesactivity & dialogical process instructional objectives positive punishment

anchored instruction Learning as experience positive reinforcement

apprenticeships long term memory Problem Based Learning

classical conditioning memory models scaffolding

cognitive apprenticeship more knowledgeable other sensory memory

cognitive development negative punishment short term memory

communities of practice negative reinforcement stimulus - response

conditioned response operant conditioning unconditioned response

conditioned stimulus performance analysis unconditioned stimulus

discovery learning performance improvement Zone of Proximal Development

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Strategies• Behavior Modification• Behavior Modeling• Mnemonics• Conditions/Events of Learning• Advance organizers• Constructivism• ARCS• Adult Learning• Others

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Behavior Modification• Who: B.F.Skinner• When to use: teach desired behavior in class, good work habits, change personal

behaviors; usually NOT for cognitive domain stuff.• Where used: AA, Weight watchers, class discipline, bad work habits (tardy, etc.).

• How: 5 phases: 1. specify goal: identify and describe desired behavior, then decide how to accurately

measure it.2. find current baseline: carefully observe and measure current behavior, competing

behavior, antecedent conditions and current reinforcers and/or punishments.3. design contingencies: choose reinforcers, decide how to administer; may include

punishments, desensitization, modeling, etc.4. intervene: inform learner, structure environment, reinforce, measure behaviors5. evaluate program: compare behavior data, reversal when reinforcers dropped?,

(gradually?) stop reinforcement.

• Why I like/dislike: measurable, sometimes unethical, addresses motivations, in a “black box” way.

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Behavior Modeling• Who: Bandura• When to use: to teach interpersonal skills, affective domain, adjust habits of current

practitioners.• Where used: coaching, manager or sales training, for constantly varying situations,

changing attitudes.

• How: 1. Identify critical steps or specific competent behaviors.2. Show credible model with above steps; not unattainably perfect.3. Rehearse critical steps in realistic scenarios4. (Instructor facilitates) positive peer feedback.5. Gradually increase difficulty and realism of scenarios.6. O.T.J. reinforcement (often, managers must be coached in how to do this.)

• Why I like/dislike: good to adjust persistent habits; manipulative.

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Mnemonics• Who: Pressley, Levin• When to use: verbal info, lists in sequence, etc.• Where used: languages, sequences.

• How: : • Rhyme or alliteration• music or pattern, • acronym, • Dual encoding visuals: loci, peg words “the walk”• Emotional dual encoding: story or joke

• Why I like/dislike: it adds links. Often boring stuff is linked to interesting: emotional, visual… If mnemonic doesn’t command retention, it can add to confusion, or hinder long term recall.

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Nine Events of Learning• Who: Gagne• When to use: when efficient instruction is needed, with high success rate. Works for

all domains.• Where used: U.S. military, business, etc.

• How: • 1. gain attention (often a video)• 2. state objectives, specific, with demonstrations• 3. stimulate recall of prior knowledge (Socratic?, based on visuals or other known

examples)• 4. present content; point out important features.• 5. give learning guidance: help with framework or organization• 6. elicit performance: learners try doing x.• 7. give feedback: immediate, specific.• 8. assess performance: learner performs without assist. Feedback after.• 9. enhance retention and transfer: varied practice, review and feedback over

extended time.

• Why I like/dislike: This gives a specific recipe for all domains, with good results.

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Conditions of LearningDomain Internal External

Cognitive

Verbal info

(Knowledge & comprehension)

Recall related material; make connections

Short term memory capacity (<7?)

Chunking, context, imagery, organizers,

Themes, mnemonics,

environment learned = environment recalled?

Cognitive

Intellect. Skills

(Analysis thru evaluation)

Info overload, identify critical features, patterns, etc.

Above, plus: pacing and spacing,

cues and organizers,

Varied practice to facilitate transfer.

Cognitive

Strategies

(How to learn better)

Rule and concept knowledge,

Familiarity and prior experience.

Demo, modeling, Socratic questioning?

Varied practice, feedback

Evaluative reflection

Affective

(Attitudes)

Habits: preexisting knowledge, behavior patterns, and attitudes; motivators. Open to change?

Expect success. Role model? Feedback, repetition to build new habits.

Psychomotor

(Motor skills)

Component skills familiar,

Knowledge of exec. Subroutine (big pic.)

Demo, explain, and then cue subroutine, then guide component skills, chained.

Complete practice of new skill.

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Advance OrganizersA visual and/or verbal “meta-overview” of the subject about to be taught.

Gives a structure to new stuff.

Helps: chunking, integration with pre-existing knowledge.

• Who: Ausubel• When to use: Gagne’s cognitive: verbal info and intellectual skills; should work

almost anywhere.• Where used: textbooks, manuals, etc.

• How: – give the overview at a more abstract, “meta” level, prior to instruction. – Make it concise.

• Why I like/dislike: reduces cognitive load, helps integration, retention. Probably bad for affective goals that are deliberately hidden at first.

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ConstructivismTheory & strategy. Both stress affective, relevant, autonomous but interactive learning.

• Who: Jonassen, Duffy, Dougiamas, • When to use: collaborative projects, subjects with rapidly changing knowledge

bases; many other uses.• Where used: team projects, distance learning, less-defined objectives?

• How: 1. choose or create a relevant, real-world or realistic, complex task (“ill-defined”).2. Guide on the side as learners own task, and derive their own objectives.3. Encourage interaction and experimenting.4. present alternative views, support and challenge as appropriate.5. Allow group time and solo thinking time;6. Encourage analysis of learning process / student’s own cognitive strategies.

• Why I like/dislike: allows for student differences, shifts ownership of learning; but objectives too poorly defined for many uses.

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ARCSMotivational strategy/mnemonic: attention, relevance, confidence, satisfaction.

It rides on top of other instructional strategies.

• Who: Keller• When to use: If you think the lesson might not work, or it isn’t working.• Where used: classrooms, required learning situations.

• How: (do ADDIE for 4 motivational factors.)1. Audience analysis: Which of the four ARCS factors are missing or weakest?2. Develop motivational objective3. Choose motivational strategy and lesson; balanced with instructional lesson4. Implement and Evaluate motivational part of lesson.

• Why I like/dislike: this is a simple formula, but highly functional.

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Adult Learningadults are: self-directing, experienced, motivated by usefulness of learning, not learning for its own sake.

• Who: Malcolm Knowles, Maslow, Carl Rogers…• When to use: when learners have experience and pragmatic, internal motivations –

adults or kids, too.• Where used: workplace, college, adult ESL…• How: 1. Prep learners with overview info, self analysis2. Set environment: friendly, open, encouraging discussion3. Involve learners in ADDIE process:

– mutual planning ( use their experiences)– diagnosing own needs (use their cog strategizing experience?)– setting objectives (learning contracts or plans)– implementing their plans– evaluating their learning, per their plans.

• Why I like/dislike: learners own process; build skills for more complete ownership of future learning. But it assumes sufficient experience. If motivation is external, as in pay raise, can other methods work as well or better?

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Theories

• Behaviorism

• Cognitivism

• Cognitive Information Processing

• Situated Cognition

• Constructivism

• Others

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Behaviorism• external stimuli cause all behaviors (responses). Don’t

consider mental processes, just I/O.• Popular in early 1900s, less so after cognitivism came in in the

1960s.

• Watson – classical conditioning, s – r, ucs, ucr, cs, cr

• Pavlov– classical vs.operant conditioning

• Skinner– Behavior Modification,

• Thorndike,• Bandura

– social learning theory – partly cognitive• Tolman.

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Behavioristic

• Buzzwords: – stimulus-response– un/conditioned stimulus/response– operant conditioning– positive/negative reinforcement/punishment.

• Instructional Objectives• Performance Analysis & Improvement• Behavior Modification• Behavior Modeling

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Cognitivism and Cognitive Information Processing

• Cognitivism: study mental “black box” processes. Popular in the 1960s, mostly replacing behaviorism.

• Cognitive Information Processing: computer-like analysis of human mind during learning.– Sensory memory short term memory long term. – Memory models: semantic; feature; proposition; dual visual/verbal; parallel distributed.

• Merrill – Component Display Theory or CDT

• Reigeluth – Elaboration Theory

• Gagne – Conditions of Learning– Nine events of learning

• Briggs• Wager• Bruner

– moving toward cognitive constructivism• Schank

– scripts• Scandura

– structural learning

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CIP / Cognitivistic• Buzzwords: • Schema, schemata, I• information processing, • symbol manipulation, • information mapping, • mental models.

• Memory map and models• Enhancing memory with: variable practice, linking, chunking, • mnemonics• advance organizers• conditions/nine events of learning• Learning Domains• Component Display Theory• Structural Learning Theory

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Situated Cognition

• learning is increased participation in a community of practice.

• Can’t separate knowledge from context and environment where it’s used.

• Collins • Peters• Bereiter • Wenger

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“Situated Cognitivistic”• Buzzwords:

– apprenticeships, – communities of practice– Scaffolding– Fading

• Based partly on cognitive inquiry• Learners observe/discover expert

behaviors in context.

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Constructivism

• learner builds personal and subjective meanings from interactions and social re-constructions before, during, and after interaction.

• Vygotsky – Zone of Proximal Development (ZPD)– more knowledgeable other (MKO)

• Piaget– cognitive development

• Dewey• Vico• Rorty • Bruner

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Constructivist• Buzzwords:

– Learning as experience– activity and dialogical process– Problem Based Learning (PBL)– anchored instruction– cognitive apprenticeship (scaffolding)– discovery learning.

• Constructivism is also a strategy.

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Others

• Humanist

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Names

Ausubel Collins Pavlov Scandura Vico

Bandura Dewey Peters Schank Vygotsky

Bereiter Gagne Piaget Skinner Wager

Briggs Keller Riegeluth Thorndike Watson

Bruner Merrill Rorty Tolman Wenger

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I.D. Helper is -

a quick and dirty job aid created to sum up EDIT 704.

Info taken from class and:

Models and Strategies for Training Design – Medsker

Psychology of Learning for Instruction – Driscoll

http://www.learning-theories.com/cognitivism.html

Spring 2008Bill Bimber

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