Instructional Events and Learning Outcomes

Instructional Events

Type of Capability

Intellectual Skill Cognitive Strategy

Information Attitude Motor Skill

1. Gaining attention

Introduce stimulus change; variations in sensory mode

2. Informing learner of objective

Provide description and example of the performance to be expected

Clarify the general nature of the solution expected

Indicate the kind of verbal question to be answered

Provide example of the kind of action device aimed for

Provide a demonstration of the performance to be expected

3. Stimulating recall of prerequisites

Stimulate recall of subordinate concepts and rules

Stimulate recall of task strategies and associated intellectual skills

Stimulate recall of context of organized information

Stimulate recall of relevant information, skills, and human model identification

Stimulate recall of executive sub-routine and part-skills

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Instructional events

Type of capability

Intellectual skill

Cognitive Strategy

Information Attitude Motor Skill

4. Presenting the stimulus material

Present examples of concept or rule

Present novel problems

Present information in propositional form

Present human model, demonstrating choice of personal action

Provide external stimuli for performance, including tools or implements

5. Providing learning guidance

Provide verbal cues to proper combining sequence

Provide prompts and hints to novel solution

Provide verbal links to a larger meaningful context

Provide for observation of model’s choice of action, and of reinforcement received by model

Provide practice with feedback of performance achievement

continue

Instructional Events

Type of Capability

Intellectual Skill

Cognitive Strategy

Information Attitude Motor Skill

6. Eliciting the performance

Ask learner to apply rule or concept to new examples

Ask for problem solution

Ask for information in paraphrase, or in learner’s own words

Ask learner to indicate choices of action in real or simulated situations

Ask for execution of the performance

7. Providing feedback

Confirm correctness of rule or concept application

Confirm originality of problem solution

Confirm correctness of statement or information

Provide direct or vicarious reinforcement of action choice

Provide feedback on degree of accuracy and timing of performance

continue

Instructional Events

Type of Capability

Intellectual Skill

Cognitive Strategy

Information Attitude Motor Skill

8. Assessing performance

Learner demonstrates application of concept or rule

Learner originates a novel solution

Learner restates information in paraphrased form

Learner makes desired choice of personal action in real or simulated situation

Learner executes performance of total skill

9. Enhancing retention and transfer

Provide occasions

Provide verbal links

Provide additional varied situations for selected

Learner continues skill practice

Example of lesson activity in first-grade lesson in elementary science: Measuring 2-

Linear Measurement A large cardboard box is placed on one side of the room → fit under the table?←children discuss

Gaining attention → introduce a novel situation, appealing to children’s motive for mastery of their environment

Children in group are given “measuring sticks” in various length (5 cm to 100 cm) → measure the height of the box; how?

Stating the objective : demonstrating a procedure for finding the length of an object in units on an agreed-upon scale

Different answers ; different “units” be given different names→ table of measurement

• Recall : lengths of unit sticks are ordered from shortest to longest; counting of numbers•Skills : select shorter or longer units and place them end-to-end → will be recalled in the next activity

Measure strips of tape placed on the floor (±1.5 m) and length of new pencils using different-sized measuring units → discuss the appropriateness

• Stimulus materials are presented: sticks and length to be measured • Discussion about the result → learning guidance

continueChildren compare the suitability of 15 cm sticks and the 100 cm in measuring the tapes

• Performance sought is elicited by the question “Which is more suitable for measuring these tapes?” → objective: selection of appropriate units

• Feedback is given for selection of units

Additional appraisal : marking different chalk-lengths on the floor → children select appropriate unit sticks to measure and report the result

Assessment → asking for the measurement of pencils, tapes on the floor, and additional appraisal

Generalizing experience → measurements of the span of the child’s outstretched arms, and height

• Transfer of learning : functional aim which might be employed ← Intention of using varied situations

• Retention ← scheduling review in a subsequent lesson, ex.: Measurement 4 –”Linear Measurement Using Metric Units”

Comparison with Lesson for Older Students

As instruction is planned for middle and higher grades, one can expect the events of instruction to be

increasingly controlled by the materials of a lesson, or by the learners themselves

For well-motivated students:Sometimes it’s unnecessary to

make any special provisions for controlling attention

For 7th – graders :Special provisions for

obtaining attention often need to be made

An important part of “studying, ” however, is the necessity for practicing appropriate performance:

Stating information in learner’s own

words

Applying a newly learned rule to

examples

Originating solutions to

novel problems

Judgment of correctness

which gives an immediate sort

of feedback

Cognitive strategies

available to the

learners

Thank You