Principles of Instructional DesignHandleiding voor het systematisch plannen van onderwijs voor leraren, curriculum ontwerpers em managers |
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Page 55
... usually referred to as knowledge . Obviously , the information possessed by an individual within his own particu- lar field of work or study is usually organized as a " body of knowledge . " Thus we expect a chemist , for example , to ...
... usually referred to as knowledge . Obviously , the information possessed by an individual within his own particu- lar field of work or study is usually organized as a " body of knowledge . " Thus we expect a chemist , for example , to ...
Page 205
... usually spend some time each day for advance planning ses- sions with one to six students ; they may review progress and test results and give next assignments to other students . On still other occasions , the teacher may do individual ...
... usually spend some time each day for advance planning ses- sions with one to six students ; they may review progress and test results and give next assignments to other students . On still other occasions , the teacher may do individual ...
Page 207
... usually more distinctly self - instructional than are con- ventional lessons . More of the needed instructional events and conditions of learning are designed into the materials making up the module than is the case for conventional ...
... usually more distinctly self - instructional than are con- ventional lessons . More of the needed instructional events and conditions of learning are designed into the materials making up the module than is the case for conventional ...
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