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Types of Learning ReflectionKirkland LawrenceEDTECH 503: Instructional DesignBoise State UniversityDr. Yu. Hui Ching

April, 2012

There are several different strategies for learning that have been discovered by readingchapters 8 through 15 of the Smith and Ragan book.Declarative knowledge - knowing information or facts about the content. It is definitive and canbe recalled easily. Some strategies to teach and learn this strategy include; linking existing bodyof 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 recallanything I knew about this topic prior to doing it now.Instruction leading to concept learning - refers to building ability across a wide range ofinstances. 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 questionwritten in a different style that tests the ability to understand the concept of electric current. Thetwo 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 Iknow that there are two types of concept instructions. I used both strategies unconsciously allthe 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 isapplied through algorithms or structured levels. In some designs, learning includes writingprocedures; create simplified procedures versus complex, and straightforward presentationthrough expository means.I often developed steps of procedures when teaching practical exercises; for example, when Iconstructing an electrical circuit often time I would refer to the step of procedures; so that Ifollow a particular sequence to complete the circuit. Additionally, the ID project I am currentlydeveloping 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 relationshipbetween 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 ofoperations of electrical devices and circuit operations. How stuffs work? Use Mathematicsprinciples that involve the understanding of a particular problem. For example, the principlesurrounds the theorems of circuits could be used as a launching pad to solve the differenttheorems.Strategies for problem solving instruction is the ability to combine previously learneddeclarative, procedure and principle learning into solving previously unseen problems. Helpfulstrategies 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 thefollowing:

Draw the schematic diagram of the circuit Draw the layout diagram of the circuit Draw the wiring diagram of the circuit Construct the circuit

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Measure the values of current, voltage and resistance at various points in the circuit thencompare 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, ormental 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 focusingon them one at a time in my lessons. However, once a desired learning style is chosen, then itis important to know the different strategies that will be employed by the instructor to teach thelearners 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 ofwanting to do what is being taught. In developing this strategy, it is important to consider thecomponents of cognitive behavior, affective aspects of learners and the psychomotordevelopmental skills of learners. But affective learning deals with change or formation in attitudeof learners after receiving instruction. How interested or motivated they are is the key factor inthis 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 writinglessons objectives that target the affective domain, because, these objectives cannot bemeasured, He usually stressed. However, doing EDTECH 503 changes my perspective onthat; though the objectives the affective domain may hard to measure, I reckon that motivationof students play a crucial role in students aching other objectives in the cognitive andpsychomotor domains.Strategies in psychomotor skill learning this area deals with physical movement that istuned and created to precise timing. Part of the thinking in the strategies for psychomotor skill ismaking sure instruction is designed appropriately for either whole or part instruction, chunkedmaterials for easier teaching is strongly recommended. Although it is important to note that notall 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 andtype writing texts.This strategy takes me back to my college days and reminds me of one particular instructor thatinspires me with his teaching methods. He always mentioned the demonstration method whichis achieved by doing any activities. The psychomotor domain predominantly deals with this typeof learning and being the practical area, I have to learn to manipulate complex overt responseby performing certain tasks in a sequential order.