Theories Of Instructional Design

Feb 6, 200935 likes36,006 views

The document discusses various theories of instructional design including cognitive, constructivist, and connectivist perspectives. It outlines key principles such as learning occurring within communities of practice and personal learning environments. Different learning environments are also examined, like cognitive apprenticeship and technology-enabled active learning. Motivation theories including ARCS, self-efficacy, attribution, and goal-setting are summarized.

Inquiry-based learning is a constructivist approach where students take ownership of their learning through exploration, questioning, and investigation of problems or ideas. It involves asking questions, gathering information, analyzing it, generating solutions, and justifying conclusions. The teacher acts as a guide rather than directly teaching content. When implemented correctly, inquiry-based learning can develop skills like critical thinking, problem-solving, and lifelong learning. It emphasizes building knowledge through a step-wise process and applying different perspectives to topics. The key components of inquiry include activating prior knowledge, providing background information, defining accountable outcomes, modeling examples, and asking questions to guide research.

My philosophy of education summaryPrimmarussanti Biyanto

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Education should humanize students, foster natural learning based on each child's character and abilities, and help them develop skills to contribute to society. It is a process for cultivating students' capabilities beyond their current level, while still grounding them in cultural values. The author's philosophy is to believe in students' potential, give them opportunities to explore their thinking globally, and remain a lifelong learner to set a good example. The goal is to help students become high-achieving people who uphold their cultural foundations.

Introduction constructivistafra azeez

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Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]

bloom's digital taxonomy.pptxStephanieSalarzon

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Bloom's Digital Taxonomy is an extension of Benjamin Bloom's original taxonomy from 1956 that created a hierarchy of learning objectives. It was developed by Andrew Churches in 2008 to make the model relevant for 21st century, technology-enhanced learning. The digital taxonomy suggests learning objectives to facilitate teaching and practice skills using technology. It begins with lower-order thinking skills like remembering and progresses to higher-order skills like creating. The six levels in the cognitive domain are remembering, understanding, applying, analyzing, evaluating, and creating.

Recent trends in learningBeulahJayarani

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It enters a new learning environmentJessa Ariño

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The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.

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The document discusses ethics in assessment and outlines four key points: 1. Learning outcomes related to ethics can be conceptualized in different ways, such as complementary, translation, or enabling orientations. 2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods. 3. It also involves determining the basis for making judgements about students' achievement. 4. Finally, it involves considering students' role in the assessment process.

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The document is an innovative lesson plan for teaching 10th standard biology students about the structure of the eye. It includes the learning objectives, content analysis, teaching-learning process, and formative assessment. The lesson plan involves picture-based lecturing and activities like labeling diagrams, group discussions, and quizzes. The key points taught are the three layers of the eyeball (sclera, choroid, retina), structures like the iris and pupil, and the two chambers (aqueous and vitreous). Student understanding is evaluated through review questions and a follow-up activity of explaining the eye structure in their science diary.

Learning Theory by AusubelNiena Majid

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David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.

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Gagne's Learning TheoriesKristine Ann de Jesus

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This document discusses Robert Gagne and his contributions to instructional design and science education. It specifically focuses on Gagne's taxonomy of learning outcomes, which includes five major categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The document also discusses Gagne's learning hierarchy, which proposes that learners must master lower-level prerequisites before moving to higher-level learning. Finally, the document compares procedural task analysis to hierarchical task analysis and outlines Gagne's nine events of instruction. The overall purpose is to introduce students to Gagne's influential instructional theories and how they can be applied to science teaching.

Gagne conditions of learningMadhu Singh

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Constructivism pptbpagano009

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The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.

CONSTRUCTIVISM IN TEACHING - PPTArun Joseph

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Constructivism in Teaching discusses constructivist teaching methods. It defines constructivism as a learning theory where learners actively construct their own understanding and knowledge through experiences and reflection. In a constructivist classroom, the teacher acts as a facilitator by prompting discussion and asking questions rather than direct instruction, allowing students to develop their own conclusions. Key aspects of constructivist teaching include student-centered active learning activities, a democratic environment where students share responsibility, and the teacher taking on coaching and mentoring roles to support student learning.

LOTS vs HOTS.pptxIjaz Ul Haq

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This document discusses lower order thinking skills (LOTS) versus higher order thinking skills (HOTS). It explains that LOTS, according to Bloom's Taxonomy, include remembering, understanding, and applying knowledge, while HOTS involve analyzing, evaluating, and creating. LOTS require basic comprehension of information, whereas HOTS demand that students manipulate and apply information more abstractly. The document provides examples of questions that represent different levels of thinking within Bloom's Taxonomy to illustrate the difference between LOTS and HOTS.

Integrative approachCatherine Baculo

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Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.

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Basic in educationAmalaAmmu

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This chapter discusses the concept and meaning of education. It begins by looking at the etymological meaning of education and explores both narrow and broader definitions. It then examines perspectives on education from Indian thinkers as well as Western views. The chapter analyzes education as both a natural and social process, and as an intentional versus unintentional activity. It explores what education comprises and discusses whether education only occurs in educational institutions. The chapter helps establish a foundational understanding of education for students in a teacher education program.

Instructional design theories summariesleesha roberts

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The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.

Psychological foundations of CurriculumMirasol Madrid

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Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.

Learning Theory (Constructivism)Parshuram Sharma

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Selection_and_organization_of_content_PresentationMake A Difference Through Education

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The document discusses principles for selecting and organizing content for teaching, including ensuring content is aligned with curriculum goals, responds to learner needs, and covers essential topics fully. It also addresses teaching conceptual understanding, thinking skills, and values. Specifically, content should be valid, significant, balanced, self-sufficient, interesting, useful, and feasible to cover given time constraints. The structure of subject matter involves teaching critical thinking, creative thinking, attitudes, and values using a three-level approach integrating cognitive, affective, and behavioral dimensions. Values can be taught by exposing students to models and situations that reinforce good behavior.

Techniques of teaching physical sciencesajeena81

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The document discusses various techniques of teaching physical science, including debate, seminar, classification, brainstorming, and buzz sessions. Debate involves exploring truths through verbal exchanges between two or more people on a topic. Seminars involve experts presenting on a topic followed by discussion. Brainstorming promotes creativity by eliciting many ideas without criticism. Buzz sessions split a class into groups to discuss an issue before reporting back. These techniques encourage active participation and critical thinking.

Experiential Learning TheoryBecky Taylor

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This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.

PhilosophIes of Education Jay Dela Cerna

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The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism. Idealists like Plato believed that education helps move people towards truth and the good through dialogue and abstract ideas. Realists such as Aristotle focused on empirical research and logic to understand the world. Pragmatists like Dewey emphasized experiential and child-centered learning. Existentialists viewed education as a process of self-creation and choice. Neo-Marxists saw education's role as empowering students to critique and change society.

Jerome Bruner's Theory of ConstructivismJericoEdulan

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Constructivism is a theory of knowledge that asserts that individuals actively construct or make their own knowledge and that reality is determined by the experiences of the learner. Learning is an active process in which the learner constructs new ideas or concepts based on both their current and past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions using their cognitive structure. An example is given of an elementary school teacher allowing students to use their own methods to measure the length of the Mayflower rather than introducing a ruler.

Differentiated Instruction (1).pptMonChing5

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The document discusses differentiating instruction to meet the individual needs of students. It defines differentiated instruction as modifying instruction based on student readiness, interests, and learning profiles rather than using a one-size-fits-all approach. The key principles of a differentiated classroom are that the teacher understands student differences and adapts content, process, and product to maximize growth for each student. Teachers can differentiate instruction through flexible grouping, assessment to guide instruction, and varying content, process, and products based on student characteristics. The goal of differentiation is to respect individual student differences while helping all students understand common human experiences.

David ausubelFrance Capareda

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David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.

Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru

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This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.

Learning theorymatrix[1]Mary Durr

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This document provides a matrix comparing different learning theories across definitive questions. It summarizes: 1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience). 2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation. 3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within

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