Types of Learning Reflection Kirkland Lawrence EDTECH 503: Instructional Design Boise State University Dr. Yu.

Hui Ching April, 2012 There are several different strategies for learning that have been discovered by reading chapters 8 through 15 of the Smith and Ragan book. Declarative knowledge - knowing information or facts about the content. It is definitive and can be recalled easily. Some strategies to teach and learn this strategy include; linking existing body of knowledge to some ideas, as well as organizing and elaborating on those ideas. When I think of declarative knowledge it causes to do a lot of reflecting by trying to recall anything I knew about this topic prior to doing it now. Instruction leading to concept learning - refers to building ability across a wide range of instances. For example, a student using declarative knowledge could explain what electricity is, and perform techniques taught, but a concept learner would be able to answer a question written in a different style that tests the ability to understand the concept of electric current. The two general strategies of concept instruction are inquiry approach generative strategy, and expository approach supplantive strategy. Teaching about concepts of different aspect of electricity is an everyday activity for me. But did I know that there are two types of concept instructions. I used both strategies unconsciously all the times. Thanks for the EDTECH 503 course for bringing out this to me. Instruction leading to learning procedure - refer to step-by-step learning, or where learning is applied through algorithms or structured levels. In some designs, learning includes writing procedures; create simplified procedures versus complex, and straightforward presentation through expository means. I often developed steps of procedures when teaching practical exercises; for example, when I constructing an electrical circuit often time I would refer to the step of procedures; so that I follow a particular sequence to complete the circuit. Additionally, the ID project I am currently developing is procedural in its design feature. Hence, I will have to follow a definite sequence in order to complete it. Instruction leading to principle learning this strategy typically shows the relationship between two or more concepts. Prior knowledge of ideas is a prerequisite to learning principles; and therefore, inquiry approach is extremely useful in teaching these principles. When I think about principle learning, it reminds me of teaching my students about principle of operations of electrical devices and circuit operations. How stuffs work? Use Mathematics principles that involve the understanding of a particular problem. For example, the principle surrounds the theorems of circuits could be used as a launching pad to solve the different theorems. Strategies for problem solving instruction is the ability to combine previously learned declarative, procedure and principle learning into solving previously unseen problems. Helpful strategies include problem recognition and representation, planning, implementation, and evaluating. Cognitive learning strategies, or techniques that the learner will use to monitor, control, and manipulate their cognitive processes. I now reminiscence on giving my students the title of a project and asked them to do the following: Draw the schematic diagram of the circuit Draw the layout diagram of the circuit Draw the wiring diagram of the circuit Construct the circuit

Measure the values of current, voltage and resistance at various points in the circuit then compare them with the theoretical values. Write up a lab report of what you observe about the operation of the circuit. Strategies for cognitive instruction this strategy is divided into two main styles: (1) learning, or mental tactics for organizing, manipulating, and retrieving information and (2) thinking, or mental strategies to discover, invent, and to be creative. Learning strategies is a great part of this development and help promote the acquisition of knowledge and skills. Recognizing this separation, as a designer, I can try and teach multiple strategies by focusing on them one at a time in my lessons. However, once a desired learning style is chosen, then it is important to know the different strategies that will be employed by the instructor to teach the learners what they hope the students should achieve at the end of instruction. Strategies for attitude learning this is a means of wanting the learner to capture the idea of wanting to do what is being taught. In developing this strategy, it is important to consider the components of cognitive behavior, affective aspects of learners and the psychomotor developmental skills of learners. But affective learning deals with change or formation in attitude of learners after receiving instruction. How interested or motivated they are is the key factor in this area. How do I motivate my students is called into questioning here. I remembered when I was in college in the late 80s to early 90s the instructors then usually discouraged me from writing lessons objectives that target the affective domain, because, these objectives cannot be measured, He usually stressed. However, doing EDTECH 503 changes my perspective on that; though the objectives the affective domain may hard to measure, I reckon that motivation of students play a crucial role in students aching other objectives in the cognitive and psychomotor domains. Strategies in psychomotor skill learning this area deals with physical movement that is tuned and created to precise timing. Part of the thinking in the strategies for psychomotor skill is making sure instruction is designed appropriately for either whole or part instruction, chunked materials for easier teaching is strongly recommended. Although it is important to note that not all physical movements involve in completing a task will result in new learning experience, but instead, its a prerequisite for students to complete a cognitive task; for example, writing and type writing texts. This strategy takes me back to my college days and reminds me of one particular instructor that inspires me with his teaching methods. He always mentioned the demonstration method which is achieved by doing any activities. The psychomotor domain predominantly deals with this type of learning and being the practical area, I have to learn to manipulate complex overt response by performing certain tasks in a sequential order.