From Principles of Learning to Strategies for Instruction
Part One
The purpose of this book is to help educators and training
developers to improve the quality of their instruction. Unlike
other available works, the text is not limited to a particular
theoretical position. Nor is it like many of the instructional
design texts, which ignore the learning literature. Rather, it
draws upon any and all of those research-based principles
regardless of learning theory, which suggest heuristics to guide
instructional strategies. The approach of the authors is unique in
that they develop a framework or model taxonomy for tasks, through
which the principles of learning can be related to particular
learning processes, suggesting distinctive strategies for specific
instructional tasks. The authors present a four-stage model that
includes acquisition, automaticity, near term transfer, and far
term transfer.
Workbook Companion
Part Two
In this Workbook Companion, the strategies presented in the
original book are expanded by supplying practical and specific
strategies to implement of a variety of other subject matters.
These strategies are based on the needs which the authors currently
see and cite in existing educational systems. Each chapter
concentrates on providing recommended instructional strategies and
practical exercises for a specific target group: high school age
adolescents. Contributors supply strategies in the different
learning domains including Cognitive, Psychomotor, Affect, and
Interpersonal, and each individual is responsible for training
teachers, developing and/or evaluating curricula for such training,
and educating high school students throughthe development and
implementation of curricula.
Developed for both new and experienced teachers developing
curricula for high-school adolescents, the goal of the Workbook
Companion is to provide those in the field of education with
strategies to incorporate each of the four domains into their
lesson plans, regardless of subject area.
Praise for From Principles of Learning to Strategies for
Instruction with Workbook Companion
"In 20] years of instructional design this book is the most
comprehensive attempt to smoothly connect learning theory with
practice advice and also provide clear examples of completed
instruction that utilized both learning theory and best
practice."
"I think that this book would benefit nearly everyone interested
in instructional design."
- Richard Clark, Professor of Educational Psychology, Director,
Center for Cognitive Technology, University of Southern
California
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