From Principles of Learning to Strategies for Instruction-with Workbook Companion: A Needs-Based Focus on High School Adolescents

434 Pages·2007·4.35 MB·English

by  Kathy C. Perencevich

From Principles of Learning
to Strategies for Instruction

Workbook Companion
with
From Principles of Learning
to Strategies for Instruction

Robert J. Seidel
Kathy C. Perencevich
Allyson L. Kett
Authors

Workbook Companion
with

A Needs-Based Focus on High School Adolescents

Robert J. Seidel
Allyson L. Kett
Editors
Robert Seidel Allyson Kett
Strategies of Change Consortium Research Fellows Program
Vienna, VA 22182 Arlington, VA 22202
USA USA
[email protected] [email protected]
Kathleen C. Perence vich
The Catholic University of America
Washington, DC 20064
USA
[email protected]
Library of Congress Control Number: 2007928991

ISBN-13: 978-0-387-71085-3 e-ISBN-13: 978-0-387-71086-0

Printed on acid-free paper.

© 2007 Springer Science+Business Media, LLC.
All rights reserved. This work may not be translated or copied in whole or in part without the
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if they are not identified as such, is not to be taken as an expression of opinion as to whether
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FOREWORD
The premise for both parts of this volume is that, to provide strategies for
instruction, it is both appropriate and necessary to draw upon empirically based
principles, or heuristics, from the psychological literature describing how we learn.
The descriptive laws of psychology provide the basis for how cognitive
development, learning, meta-cognition, and other psychological organizing
principles intrinsically relate to one another, and they can provide the basis for
prescriptions of instructional strategies. In addition, the fields of psychology,
training, and education are necessarily interrelated; and the practitioners/developers
of training and education should suggest new psychological research possibilities
based on evidence from their own applications. To build effective instructional
strategies, the ongoing reciprocal relationships that exist between these disciplines
should be recognized and explored.
Part I of this volume is a reprint of the original book, which highlighted the
relationships between principles of learning synthesized from the research literature
in psychology. In addition, it recommended strategies for instruction, following a
four-stage learning model linking the principles to instructional tasks.
Part II of this volume is a newly-developed companion workbook focusing
solely on developing instructional strategies to teach high school level adolescents.
The recommended strategies are based upon needs as perceived by our experienced
authors, who have either trained novice teachers in college, have taught high school
students, and/or have conducted university research to develop instruments in order
to aid the process of teaching high school level students. The authors have used our
model as the framework for developing the strategies.
The goal of both is to help education and training developers with a research-
based and empirically grounded basis for constructing sound instruction.

RJS
AK
TABLE OF CONTENTS
PART I ...................................................................................................................xiii
DEDICATION ........................................................................................................xv
PREFACE .............................................................................................................xvii
ACKNOWLEDGMENTS......................................................................................xxi
INTRODUCTION: OVERVIEW: FROM PRINCIPLES OF LEARNING
TO STRATEGIES FOR INSTRUCTION ...........................................................xxiii
CHAPTER 1: HEURISTICS AND TAXONOMY....................................................1
1. FACTORS INFLUENCING ACQUISITION............................................................2
2. FACTORS AFFECTING TRANSFER OF TRAINING..............................................4
3. DIMENSIONS AFFECTING RETENTION.............................................................6
4. PRESCRIPTIVE ILLUSTRATION.........................................................................6
5. THE INTERRELATEDNESS OF DOMAINS OF LEARNING...................................8
6. A POTENTIAL TAXONOMY............................................................................10
7. SCHEMA CONSTRUCTION..............................................................................15
CHAPTER 2: A COGNITIVE DOMAIN EXAMPLE: READING........................23
1. INTRODUCTION.............................................................................................24
Acquisition...................................................................................................26
Automaticity.................................................................................................26
Transfer: Near Term....................................................................................26
Transfer: Far Term......................................................................................27
2. SECTION I: INSTRUCTIONAL GUIDANCE.......................................................27
Acquisition Process.....................................................................................27
Exposure to Storybook Reading............................................................28
Practice Sound and Letter Recognition.................................................29
Teach Word-Decoding Skills.................................................................29
Using Examples and Non-Examples to Reinforce Decoding
of Words.................................................................................................30
Automaticity Process...................................................................................31
Teach Word Recognition and Vocabulary............................................31
Use of Context to Facilitate Word Recognition....................................32
Use Oral and Expressive Reading to Develop Fluency........................33
Practice with Appropriate Levels of Interesting Texts
and Maximize Time Spent Reading.......................................................33
viii TABLE OF CONTENTS
Transfer Process: Near Term......................................................................34
Teach Reading Comprehension Strategies...........................................34
Transfer Process: Far Term........................................................................39
Metacognitive Awareness......................................................................40
Comprehension Monitoring..................................................................40
Reading with Technology: Reducing Cognitive Load...........................41
Foster Far Term Transfer Through Reading Engagement...................43
Concept Instruction with Text...............................................................44
Time Spent in Multiple Contexts...........................................................45
Classroom Environment........................................................................46
3. SECTION II: SUPPORTING RESEARCH............................................................47
Research Supporting Acquisition and Automaticity....................................47
Transitioning from Automaticity to Transfer: Reading
Comprehension............................................................................................49
Strategic Reading..................................................................................51
Near Term Transfer Process.......................................................................53
Using Prior Knowledge.........................................................................55
Questioning............................................................................................55
Searching for Information.....................................................................56
Summarizing..........................................................................................57
Using Graphic and Semantic Organizers.............................................57
Elaborative Interrogation......................................................................58
Far Term Transfer Process.........................................................................58
Metaphorical Reasoning.......................................................................59
Multiple Text Environments..................................................................60
Reading Engagement and Motivation...................................................60
Amount and Breadth of Reading...........................................................63
Reducing Cognitive Load......................................................................65
Implications of Cognitive Load Theory for Instructional
Design....................................................................................................66
CHAPTER 3: PSYCHOMOTOR DOMAIN...........................................................75
1. INTRODUCTION.............................................................................................76
2. SECTION I: POSSIBLE INSTRUCTIONAL GUIDANCE.......................................78
Acquisition Process.....................................................................................79
Task and Part-Task Analysis.................................................................80
Observation and Mental Rehearsal.......................................................80
Automaticity Process...................................................................................84
Types of Practice...................................................................................84
Knowledge of Results............................................................................86
TABLE OF CONTENTS ix
Transfer Process: Near Term......................................................................87
Cognitive Process Model.......................................................................89
Transfer Process: Far Term........................................................................91
3. SECTION II: SUPPORTING RESEARCH............................................................92
Psychomotor Learning: Distinction between Skill and Ability...................93
Taxonomies of Motor Skills.........................................................................95
Acquisition Process of Psychomotor Skills.................................................98
Psychological Factors...........................................................................98
Automaticity Process.................................................................................100
Types of Practice.................................................................................103
Knowledge of Results..........................................................................104
Transfer (Near Term and Far Term) Process...........................................105
Transfer and Functional Context........................................................106
A Conceptual Framework..........................................................................108
CHAPTER 4: AFFECTIVE DOMAIN..................................................................115
1. INTRODUCTION...........................................................................................116
2. SECTION I: INSTRUCTIONAL GUIDANCE.....................................................118
Introduction...............................................................................................118
Guidance Caveats......................................................................................118
Acquisition Process...................................................................................119
Resources for the Parents....................................................................120
Establishing the Mastery Environment in the Classroom...................121
Automaticity Process.................................................................................125
Transfer Process: Near Term....................................................................127
Transfer Process: Far Term......................................................................128
Possible Strategies to Use Across Processes............................................130
Remediational Guidance...........................................................................130
3. SECTION II: SUPPORTING RESEARCH..........................................................131
Introduction...............................................................................................131
Acquisition Process...................................................................................132
Development of Trust..........................................................................132
Learning of Affect Through Associations............................................133
Automaticity Process.................................................................................134
Near Term Transfer Process.....................................................................135
Far Term Transfer Process.......................................................................135
Motivation............................................................................................136
Self-Regulatory skills...........................................................................139
Help-Seeking behaviors.......................................................................139
An Organizing Framework........................................................................141
x TABLE OF CONTENTS
CHAPTER 5: INTERPERSONAL DOMAIN.......................................................151
1. INTRODUCTION...........................................................................................152
2. SECTION I: POSSIBLE INSTRUCTIONAL GUIDANCE.....................................154
Acquisition Process...................................................................................154
Promoting Active and Interactive Learning........................................155
Learning to Care.................................................................................156
Project ACHIEVE................................................................................159
Automaticity Process.................................................................................159
Transfer Process: Near Term....................................................................161
Transfer Process: Far Term......................................................................163
Adult Interpersonal Skill Development...............................................165
Masterful Coaching.............................................................................166
Coaching Sequence at The National Leadership Institute..................167
Military Leadership Development.......................................................168
3. SECTION II: SUPPORTING RESEARCH..........................................................168
Acquisition Process...................................................................................171
Automaticity Process.................................................................................173
Near Term Transfer Process.....................................................................174
Far Term Transfer Process.......................................................................177
Adult Interpersonal Skill Development...............................................178
Conclusion.................................................................................................179
CHAPTER 6: SUGGESTIONS FOR THE INTEGRATION
OF TECHNOLOGY...............................................................................................185
1. TECHNOLOGICAL ACCOMPLISHMENTS.......................................................188
2. SECTION I: INSTRUCTIONAL GUIDANCE.....................................................189
Acquisition Process...................................................................................189
Automaticity Process.................................................................................190
Near and Far Term Transfer Process.......................................................192
An Example of Instructional Technology Across Phases
and Domains..............................................................................................194
Developer Guidance for Technology Integration......................................196
3. SECTION II: SUPPORTING RESEARCH..........................................................198
4. HUMAN CONCERNS: CULTURE, ORGANIZATION, AND INDIVIDUAL...........200
Learner Motivation....................................................................................200
TABLE OF CONTENTS xi
CHAPTER 7: SUMMARY....................................................................................211
1. COGNITIVE DOMAIN...................................................................................213
2. PSYCHOMOTOR DOMAIN............................................................................213
3. AFFECTIVE DOMAIN...................................................................................214
4. INTERPERSONAL DOMAIN...........................................................................215
5. SUGGESTIONS FOR THE INTEGRATION OF TECHNOLOGY............................216
6. CONCLUSION..............................................................................................217
ABOUT THE AUTHORS......................................................................................219
INDEX....................................................................................................................221

PART II .................................................................................................................. 231
CONTRIBUTING AUTHORS..............................................................................233
INTRODUCTION..................................................................................................237
Robert J. Seidel
Allyson L. Kett
CHAPTER 1 - COGNITIVE DOMAIN: CONTENT AREA READING
STRATEGIES.............................................................................................................243
Beverly J. Hearn
CHAPTER 2 - COGNITIVE DOMAIN: EXPONENTIAL AND LOGARITHMIC
FUNCTIONS IN MATHEMATICS.................................................................................263
Kathleen C. Perencevich
Stephen Perencevich
CHAPTER 3 - PSYCHOMOTOR DOMAIN: DANCE..........................................307
Susan R. Koff