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Other kinds of learned capabilities may also have desirable prerequisites, although their relationships may be somewhat less direct than is the case with intellectual skills. The learning of information, when coded as organized knowledge, requires that the learner know the meaning of the words or phrases that make up the information; that is, he must know them as concepts (a type of intellectual skill). The learning of attitudes often implies prerequisite information or intellectual skills.

Multiple Learning Goals

A teacher has many things to do, and one of his most important activities is making sure that the learning of students is supported in every possible way. The previous chapters have described the nature of learning processes and learning outcomes and, thus, have indicated the potential ways in which student learning can be influenced. In this chapter and the next, we propose to discuss how procedures of instruction can be devised and used to make these potential influences become actualities.

• To help people survive for example, by providing job training, coping skills tor day-to-day living, skills tor interpersonal relationships, etc.
• To help people discover a sense of meaning in their lives by helping them to enjoy personal creativity, satisfaction from excellence, and the benefits of emotional and intellectual discovery.
• To help people learn how to learn.
• To help people in a community (society) provide a more humane social, psychological, and physical environment for all its members.

As we have emphasized throughout this book, the instructional events designed to be carried out during an act of learning (several of which may occur during a single lesson) have the purpose of stimulating, activating, supporting, and facilitating the internal processes of learning. Any of these events may be useful in achieving these purposes for any specific lesson or lesson component, or all of them may be. However, it should be clear that the particular events which need to be planned for any given learner, or for any group of learners, cannot be predicted with precision. Individual differences among students are large, at all ages, and must be taken fully into account in the planning of instruction.

Learner's memory

 

 Education

 

Concepts of Learning Psychology

One selection approach is to study learning psychology and determine what various writers have to say about selecting the appropriate instructional strategy for a given objective. This information is presented by writers in several ways, but a common one is the cone of experiences. There are various renditions of this, depending upon the writer. The cone can represent a continuum from the simple to the complex from direct experience to wholly vicarious, or any other continuum the writer wishes to select. The difficulty with this approach is that it assumes that there is a continuum, and that concept is debatable. It also puts selection on a one-dimensional plane that excludes the variables of the material, the previous experience of the learner, and the style of the learner, and it usually completely ignores two other factors that will be discussed later in this section.

The cones have some worth, for they organize the instructional strategies into usable patterns. The problem is with the Designer who seeks answer from the cones or continuums as the variables are complex. A single instrument will not permit the luxury of a quick and easy selection.