Module 6: Understanding
Module 6: Understanding |
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Basic Methods of Instruction
1.Kinds of Learning 2.Invariant Tasks 3.Concept Classification 4.Procedure Using 5.Principle Using 6.Understanding 7.Generic Skills 8.Attitudes Comments Site Map Print it! |
Principles
for Teaching Understanding
Imagine your friend, Jennifer, has just found out that her student, Sam, needs to learn what a revolution is (as in a revolutionary war). She knows that it is important for him and that he does not already know what it is. She realizes that the methods she used to teach the names of the Presidents of the United States won't work very well here, but she doesn't know what to do. So she has come to you for more advice. You, of course, know that a revolution is an armed uprising against a ruling authority; that to be a revolution rather than a rebellion, it must be widespread; and that to be a revolution rather than an invasion, it must be waged by people within the territory of the ruling authority (government). You can see right away that this is the conceptual understanding type of learning. Based on what you now know about how this kind of learning occurs,
what do you think you should advise Jennifer to do first? Think about it,
and jot your answer below. First, Jennifer assessed Sam's needs and found out that he
should be taught what a revolution is. Next, we have seen that she must
assure mastery of relevant prior understandings. But then what should
she do? Remember that Bloom identified learner participation as perhaps
the most important determinant of the quality of instruction. Also remember
that presentation, practice, and feedback have proven to be routine components
for both memorization and skill application, although the nature of each
routine component is quite different for each kind of learning. Given all
of this, what are the most important recommendations you could give to
Jennifer for teaching what a revolution is? Think about it, and jot your
answer below. But what about learner participation? Well, as far as practice
is concerned, Jennifer can ask Sam to explain in his own words what a revolution
is. Or she can ask him to explain in his own words the differences between
a revolution and an invasion (which was already explained to him). But
such "regurgitation" questions don't require much depth of processing.
How do you think Jennifer could help cause greater depth and breadth of
processing? Think about it, and jot your answer below.
Summary The following is a summary of what you should do to design instruction for facilitating understanding: 1. Decide what to teach. Analyze the learner's current knowledge. 2. Assure important prior knowledge has been acquired
Remediate if necessary. Relate the new knowledge to it. Describe the new knowledge. Provide enhancement, if needed (see #6 below). Elaborating the knowledge. Relating it to coordinate knowledge with . . . comparison / contrast. Relating it to subordinate knowledge with . . . analysis. Relating it to experiential knowledge with . . . instantiation. Relating it to analogical knowledge with . . . analogy. Relating it to causal knowledge with . . . inference. Relating it to procedural knowledge with . . . function. Identifying roles with . . . roles. Use elaboration techniques: Relating it to coordinate knowledge with . . . comparison / contrast. Relating it to subordinate knowledge with . . . analysis. Relating it to experiential knowledge with . . . instantiation. Relating it to analogical knowledge with . . . analogy. Relating it to causal knowledge with . . . inference. Relating it to procedural knowledge with . . . function. Identifying logical relationships with . . . implication. Identifying roles with . . . roles.    |
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Search Comments Print it Site Map Home Green Book I Green Book II Basic Methods of Instruction EPSS Other Sites This file was last updated on February 28, 1999 by Eun-Ok Baek Copyright 1999, Charles M. Reigeluth |
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