Summary of readings from Instructional Theories In Action, edited by Charles M. Reigeluth.
Chapter three a lesson Based on a behavioral approach to instructional design by George L. Gropper.
Practice three approaches: routine treatments, shaping treatments, and specialized treatments.
Four categories of objectives: read calling or applying facts; giving definitions and explanations, applying them to examples, or illustrating them with examples; following procedural rules; solving problems.
Underlying components skills: discriminations, generalizations, associations, and chains. [ page 51].
Page 52:
Routine treatments:
- providing a cue that elicits desired responses; how to file procedures, how to define a concept war classify an instance of the concept, how to explain phenomena.
- Providing examples of performance
- Providing opportunities to practice
Non-routine treatments [ shaping and specialized]
- The size of the unit behavior practised
- The amount of cueing made available during practice
- The mode of stimulus or response
- The frequency and variety of practice
- The content of practice
Other organizational strategies
- Advanced organizers
- Self instruction
Display of information
- Directing attention
- Characterizing lesson content
Sequencing
- “Sequence” as facilitator
- Sequencing Of prerequisites
Lesson preface
- The instructional objectives
- The performance requirements
- Classify
- Define
- Predict
- Explain
- State from memory significant events
- Applied learning to new situation
- Target audience
- Lesson description
- Testing
- Annotations
- Reader introductions
- The conditions
- What the learner has to do
- Procedures
- Transfer of learning
- Treatments
- Model performance
- Address problem through practice
- Characteristics of correct outcomes
- Practice without cues
- Practised routine in new situation
- Itemized comments
- Learning hints
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