Principles of Instructional DesignHandleiding voor het systematisch plannen van onderwijs voor leraren, curriculum ontwerpers em managers |
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Page 80
... Situation . What is the situation faced by the student when asked to type a letter ? Is he given the components of the letter in longhand copy ? Does he produce the letter from an auditory message , or from notes ? Obviously , what the ...
... Situation . What is the situation faced by the student when asked to type a letter ? Is he given the components of the letter in longhand copy ? Does he produce the letter from an auditory message , or from notes ? Obviously , what the ...
Page 93
... situation . More complex charts may require more complex intel- lectual skills , or a combination of them . This objective may be illustrated by the following example : [ Situation : ] Given a bar chart showing production of cotton ...
... situation . More complex charts may require more complex intel- lectual skills , or a combination of them . This objective may be illustrated by the following example : [ Situation : ] Given a bar chart showing production of cotton ...
Page 254
... Situation 3 , in which process variables differ , can lead only to the conclusion that either process or instruction , or both , have produced the observed differences in outcome . Situation 4 is what is aimed for in studies of ...
... Situation 3 , in which process variables differ , can lead only to the conclusion that either process or instruction , or both , have produced the observed differences in outcome . Situation 4 is what is aimed for in studies of ...
Contents
THE OUTCOMES OF INSTRUCTION | 19 |
INTELLECTUAL SKILLS | 35 |
MOTOR SKILLS | 53 |
Copyright | |
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achieve acquired action activities asked assessment attitude behavior chapter cognitive strategies communication components concrete concepts conditions of learning Construct subsets course curriculum defined concept described design of instruction designed instruction discriminations Educational Psychology events of instruction evidence example external conditions fact feedback formative evaluation Gagné given human capabilities identify implies individual lesson individualized instruction instructional design instructional events instructional system intellectual skills learned capabilities learner learning guidance learning hierarchy learning outcomes lesson objective materials means measures ment methods modules motor skills norm-referenced test observed part-skills particular performance objectives planning possible prerequisite skills present previously learned problem solving procedures process variables purpose question recall relevant represent rule sequence situation specific statement student performance subordinate skills subroutine summative evaluation support variables task teacher tion tive topic transfer of learning type of learning usually variety verbal words