20.3: Learning Domain Strategies

Each learning domain classification (i.e., verbal information, intellectual skills and cognitive strategies, psychomotor skills, and attitudes) is best taught with different instructional strategies.

Note

Different classifications of skills require different instructional strategies.

Verbal Information

When teaching verbal information:

• Organize the material into small, easily retrievable chunks. The cluster analysis framework helps learners retrieve information from their memory as it provides cues to finding the information.
• Link new information to knowledge the learner already possesses. For example, use statements such as “Remember how”, or “This is like …”. Linking information helps the learner to store and recall the material.
• Use mnemonics and other memory devices for new information. You may recall that the musical notes of the treble clef staff lines can be remembered with the mnemonic Every Good Boy Deserves Fudge.
• Use meaningful contexts and relevant cues. For example, relating a problem to a sports car can be relevant to some members of your target audience.
• Have the learners generate examples in their minds, such as create a song or game with the information or apply the knowledge to the real world. If the student only memorizes facts then the learning will only have minimal value.
• Avoid rote repetition as a memorization aid. Rote learning has minimal effectiveness over time.
• Provide visuals to increase learning and recall.

Intellectual Skills

When teaching intellectual skills:

• Base the instructional strategy and sequencing on the hierarchical analysis done earlier. Always teach subordinate skills before higher-level skills.
• Link new knowledge to previously learned knowledge. You can do this explicitly (e.g., the bones in your feet are comparable to the bones you learned about in your hands) or implicitly (e.g., compare the bones in your feet to other bone structures you have learned about).
• Use memory devices like acronyms, rhymes, or imagery for information such as rules or principles. You can use the first letters of words to help memorize information. For example, “KISS” means “Keep It Simple Stupid”. General rules can often be remembered through rhymes such as “i before e except after c”. Remember that rules often have exceptions. Tell your learners about the exceptions. Memory devices are best for limited amounts of information.
• Use examples and non-examples that are familiar to the student. For instance, when classifying metals, iron and copper are examples while glass and plastic are non-examples.
• Use discovery-learning techniques. For example, let students manipulate variables and see the consequences.
• Use analogies that the learners know. However, be careful that learners do not over-generalize or create misconceptions.
• Provide for practice and immediate feedback.

Psychomotor Skills

When teaching psychomotor skills:

• Base the instructional strategy on the procedural analysis done earlier.
• Provide directions for completing all of the steps.
• Provide repeated practice and feedback for individual steps, then groups of steps, and then the entire sequence.
• Remember that, in general, practice should become less dependent on written or verbal directions.
• Consider visuals to enhance learning.
• Consider job aids, such as a list of steps, to reduce memory requirements. This is especially important if there are many procedures or if the procedures are infrequently used.
• After a certain point, allow learners to interact with real objects or do the real thing. How much can you learn about swimming without getting wet?

Note that some skills involve other learning-domain classifications. For example, when learning how to operate a camcorder, many of the skills are psychomotor. However, deciding how to light an image is an intellectual skill. Also, note that the required proficiency level can affect the instructional strategy. There is a big difference between being able to imitate a skill and being able to automatically do a skill.

Attitudes

When teaching attitudes:

• Base the instructional strategy on the instructional design steps done earlier.
• If you can, show a human model to which the students can easily relate. One consideration is that it may be better if the model is of the same socioeconomic group.
• Show realistic consequences to appropriate and inappropriate choices.
• Consider using video.
• Remember that attitudes taught through computer technology are not guaranteed to transfer to the real world. If appropriate and possible, consider arranging for practice opportunities to make the choice in real life. Alternatively, use role-playing to reinforce the attitudes taught.

Note that it can be difficult to test whether the attitudes taught have transferred to real situations. Will learners behave naturally if they know that they are being observed? If learners have not voluntarily permitted observations, then you must consider whether it is ethical to make the observations.