Instructional Design
Terms
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- Two required repertoires for applying strategies
- relevant background knowledge and competence with solving general kinds of problems
- Principle
- statement of conceptual relationship between 2 or more concepts
- When teaching principles, always teach
- Conditions under which principle applies and doesnt apply
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Say the concepts in this principe:
If you are done with dinner, put your plate away - done eating dinner, put away
- After you eat dinner, you feel full
- a principle
- minimum needed to teach a concept
- multiple examples, multiple non examples, untaught items to test
- 2 kinds of evidence show concept understanding
- correct ID of new and different examples and correct rejection of nonexamples
- 3 subdivisions of complex cognitive learning
- concepts, principles, strategies
- always test concepts with
- untaught examples and non-examples
- minimal rational set
- the smallest number of examples and nonexamples that represent a concepts critical and variable attributes
- algorithm
- sequence dependent chains that require no essential motor learning
- attribute dimensions
- number of diferent values of either a critical or variable attribute
- close-in non example
- a non-example that shares many (but not all) critical attributes with examples
- 3 subdivisions of psychomotor learning
- responses, chains, kinesthetic repertoires
- 3 broad types of learning
- psychomotor, simple cognitive, complex cognitive
- automatic reinforcement
- reinforcement produced as a product of engaging in a behavior; not mediated by others
- 3 main subdividions of simple cognitive learning
- associations, sequences, verbal repertoires
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say the concepts in this principle:
When two vowels go walking the first on does the talking - twoness vowel walking meaning together first talking meaning produces sound