As noted by (1) Yelon, 1995, learning is enhanced if the instruction presented differentiates the type of information to be learned. In addition, learning should be adjusted by the level of learning to be obtained. In the templates below, you will find a range of presentation activities. The choices of activity and the degree of practice should be determined by a combination of criticalness of the instructional event to the events that will follow, the level of mastery the student must reach to reach course goals, and the difficulty which the "typical" student finds in mastering this instructional event. Within the CoNDUIT course development structure, the following formats are recommended:
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Attitudes are very difficult to create or change. Telling a learner what SHOULD be believed hardly ever is effective. Generally the most effective approach for attitudes is through the modeling of the desired attitude by either a significant other or person revered or highly respected by the learner. Another approach is to use analogy. For example, if you wanted a learner to be concerned about the pain of an animal, you might use a scenario where a small child had the same type of pain and then cut from the child crying to the animal withdrawing with the same pain. Measuring learner attitudes is also difficult since learners tend to respond to direct questions with what they think is the desired answer. A better approach is to use simulations and infer the attitude from the learner's responses within the simulation
- Statement/presentation of the attitude desired
- Analogy or model of the desired attitude
- Simulation/practice
- Feedback on the appropriateness for the learner's response to the practice
- Remediation if necessary
- Evaluation of the learning
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Care should be taken that learners not be required to memorize facts that can easily be looked up. If the facts must be memorized to facilitate later learning (such as learning multiplication tables so that mathematical problems can be solved) learners should be provided with mnemonics or other learning aides to facilitate the retention of the facts.
- Statement/presentation of the fact within appropriate context
- Focus of the learner's attention on the fact
- Practice recalling the fact both isolated and within appropriate context
- Feedback on learner's performance
- Correct/incorrect (for simple facts)
- Explanation for more complex facts
- Remediation if necessary
- Evaluation of the learning
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- Statement/presentation of the concept within appropriate context including the following components:
- attention/motivation
- simple definition
- relationship to other knowledge
- Distinguishing attributes of the concept (review each of the attributes of the concept to be certain that the learner understands the components of the concept before attempting to master the concept)
- Examples
- Provide an example of the concept
- Provide a non-example of the concept
- Provide a near example (to help the learner develop fine discrimination)
- Practice recalling the concept within appropriate context
- Feedback on learner's performance
- Correct/incorrect (for simple concepts)
- Explanation for more complex concepts
- Remediation (if necessary)
- Review
- Additional instruction
- imbedded concepts
- imbedded facts
- attributes
- examples
- near examples
- non examples
- For complex concepts, help should be available including
- imbedded concepts
- imbedded facts
- attributes
- examples
- near examples
- non examples
- Evaluation of the learning
- Review if necessary
- Recall aides
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- Statement/presentation of the principle within appropriate context including the following components:
- attention/motivation
- review of embedded concepts
- simple definition/explanation
- relationship to other knowledge
- Demonstration of the principle
- Practice applying the principle within appropriate context
- Using the principle to predict "what happens next"
- Using the principle to explain what happened
- Feedback on learner's performance
- Correct/incorrect (for simple principles)
- Explanation for more complex principles
- Remediation (if necessary)
- Review
- Additional instruction
- imbedded concepts
- examples
- For complex principles, help should be available including
- imbedded concepts
- examples
- Evaluation of the learning
- Review if necessary
- Recall aides
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- (physical) should be demonstrated, briefly, in context so that the learner has a "feel" for the complete task and the appropriate use for the skill before attempting to master the skill.
- Statement/presentation of the skill within appropriate context including each of these components:
- attention/motivation
- review of embedded skills
- simple definition/explanation
- relationship to other knowledge/skills
- A job aid detailing the components of the skill
- Demonstration of the use of the job aid to complete the task
- Practice of each step on the job-aid (if needed)
- Practice of the complete skill
- Feedback on learner's performance
- Correct/incorrect (for simple skills)
- Explanation/demonstration for more complex skills
- Remediation (if necessary)
- Review
- Additional instruction
- imbedded skills
- demonstration of the skill in a different context or from a different angle
- For complex skill, help should be available including
- imbedded skills
- demonstration of the skill
- Evaluation of the learning
- Review if necessary
- Review of job aid if necessary
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(1) Yelon, Steven, 1995, Powerful Principals of Instruction.
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