Ch' 9 Strategies for Declarative Knowledge Instruction

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Ch. 9Strategies for DeclarativeKnowledge
Instruction

• Present by ??

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Chapter Objectives

• Recognize three forms of declarative knowledge
• Identify and describe three critical cognitive
  activities involved in learning declarative
  knowledge
• Given a declarative knowledge objective, design
  strategy plans for that objective.

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Declarative knowledge

• Declarative knowledge involves knowing that
  something is the case. It is often what we mean
  when we say we want learners to understand a
  content.
• The term Verbal information is also frequently
  used to refer to the same sort of learning as
  declarative knowledge.

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Declarative knowledge (cont.)

• Words that we often use to describe declarative
  knowledge performance are explain, describe,
  summarize, and list.
• When people say that a person is educated,
  often what they mean os that the person possesses
  a large amount of declarative knowledge.

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Declarative knowledge (cont.)

• Gagne Briggs identified declarative knowledge
  into 3 subtypes
• Labels and Names
• This type of learning requires that learners
  mentally make a connecting link between 2
  elements. This link may be propositional or
  image-based.
• Facts and Lists
• A fact usually describes a relationship between
  or among concepts.
• A list is a group of elements in a list may
  or may not be important.
• To be remembered, facts and lists must be
  made meaningful by integrating them with prior
  knowledge.
• Organized Discourse
• The phenomenon of discourse involves the
  comprehension of a thread of meaning that runs
  through an extensive body of information, such as
  passage of prose.

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Cognitive Processes of Learning Declarative
Knowledge

• The primary form of representation of our
  declarative knowledge is theorized to be in
  propositional networks (Anderson, 1976).
• A proposition is similar to a sentence.
• Pat gave a large bone to Sarah, a smooth
  collie
• contains 3 propositions
• Pat gave a bone to Sarah.
• The bone was large.
• Sarah is a smooth collie.

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Cognitive Processes of LearningDeclarative
Knowledge (cont.)

• The difference between sentences and
  propositions
• 1.Sentences may contain more than one
  proposition.
• 2.Propositions are the ideas, and sentences are
  what we commonly use to express the ideas.

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Cognitive Processes of LearningDeclarative
Knowledge (cont.)

• A network of propositions is the collection of
  many propositions linked together in some fashion.

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Cognitive Processes of LearningDeclarative
Knowledge (cont.)

• Schemata (plural of schema) are clusters of
  related ideas. Ex most of us probably have a
  restaurant schema.
• The use of schema involves a process called
  instantiation. Making an instanced-based use of a
  schema can be seen as being analogous to the
  performance of a play.

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Cognitive Processes of LearningDeclarative
Knowledge (cont.)

• In either case, whether we think of them as
  propositional networks or schemata, the
  significance of the relatedness of knowledge in
  memory is the same To learn declarative
  knowledge, it must be linked to existing
  knowledge.

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Learning New Declarative Knowledge in 4 Steps

• New knowledge is presented via some medium and
  apprehended by the learner.
• The material presented is translated by the
  learner into propositions.
• Related propositions in the learners memory are
  activated.
• Elaborations are generated by the learner as new
  connections stimulate the making of inferences.
  by E.Gagne(1985)

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Three Cognitive Activities inLearning
Declarative Knowledge

• Linking with existing
• Organizing
• Elaborating

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Linking with Existing Knowledge

• To be stored in LTM, incoming information must be
  meaningful. Incoming information can be
  meaningful when we have some prior knowledge that
  links to it.
• A result of linking is construction of meaning.
• In fact, the heart of the process of leaning
  declarative knowledge is this creation of
  meaning.

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Organizing

• As we receive new information, we actively
  organize it by clumping sets together, separating
  sets from one another, subordinating, and making
  relationships among sets.
• Ex telephone number
• 15557568902 or 1 [phone]
• Organization may add meaning by placing new
  unfamiliar material into some existing slot.

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Elaborating

• When we receive new information, we tend to add
  to that information, partly so that it makes
  sense to us and partly so that the information
  will be more retrievable. We elaborate by filling
  in gaps, making inferences, imagining examples,
  and so forth.
• Elaboration is a basic process by which links are
  made within information being received as well as
  for connecting new information to existing
  knowledge and structures.

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A Strategy for Declarative Knowledge Instruction
- Introduction

• Deploy attention Arouse interest and motivation
• -It is particularly helpful to plan a strategy to
  increase curiosity and interest through such
  techniques as using novel, conflicting, and
  paradoxical events.

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A Strategy for Declarative Knowledge Instruction
Introduction (cont.)

• Establish instructional purpose
• -some excellent approaches to establishing the
  purpose of lessons that are useful all sorts of
  learning, not just declarative knowledge,
  including relating instructional goals to
  personal life goals or job requirements.
• It is worthwhile to tie the purpose of the lesson
  to learning strategies that are effective in
  learning this particular kind of task. For
  example capital and chemical elements.

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A Strategy for Declarative Knowledge Instruction
Introduction (cont.)

• Previewing the lesson
• -Previewing the lessons should include an
  overview of both what will happen and the nature
  of the material to be learned. In previewing what
  will happen in lesson in which information will
  be repeated, it is important to ensure that
  learners know that the information will be
  repeated and reviewed.

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A Strategy for Declarative Knowledge Instruction
Introduction (cont.)

• The overview of the material to be learned can be
  included in an advance organizer.
• Expository organizers provide and clarify the
  hierarchical relationships among ideas.
• Comparative organizers make orienting
  comparisons between current knowledge and
  material to be learned.

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A Strategy for Declarative Knowledge Instruction
- Body

• Stimulating recall of relevant prior knowledge
• Advance organizers bridge old and new knowledge
  (The applicability in more than one event of
  instruction).
• Metaphoric devices can provide a link between
  the known and the unknown. It often include the
  use of metaphors, in which a known vehicle is
  used to convey a new topic through setting up an
  identity, such as the white blood cells (new
  topic )are soldiers(vehicle)

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A Strategy for Declarative Knowledge Instruction
Body (cont.)

• Process information
• Association techniques include the use of
  mnemonics, images, and analogies.
• Organizational techniques include clustering
  and chunking by categories, using graphic
  organizers, generating expository and narrative
  structures, and using advance organizers.
• Elaborative techniques involves making
  elaborations on the material being learned,
  including elaboration into sentences and devising
  rules.

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A Strategy for Declarative KnowledgeInstruction
- Body (cont.)

• Focus attention
• Underline, list, and reflect questions pre-
  and post-, embedded.
• Employ learning strategies
• Use previously noted strategies
• Mnemonic techniques(new)
• Single-use coding(Every good boy does
  fine-gtEGBDF)
• Pegwords
• Method of loci
• Keyword technique
• Rehearsal(new)
• Practice
• Feedback

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A Strategy for Declarative Knowledge Instruction
- Conclusion

• Summarize and review
• Tune cognitive structures, leaner-generated
  summaries, interim summaries.
• Transfer
• Increase the number of possible connections in
  the learners mental map, the role of application
  in a variety of settings, and learners inference
  making.
• Remotivate and close
• Show how learning can help student.

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A Strategy for Declarative Knowledge Instruction
- Assessment

• Assess performance
• Take care to be congruent with objective.
• Provide feedback and remediation
• Identify and clarify needs for learning.