Gagne's Theory by Gareth Davies

Gagne's Theory by Gareth Davies https://padlet.com/gazlar1973/9c4nwkc24265 Learning Outcomes en-us 2018-03-19 05:33:46 UTC 2026-03-01 00:24:07 UTC hello@padlet.com ibrahime https://padlet.com/gazlar1973/9c4nwkc24265/wish/243328785
Intellectual skills

One of the most critical skills of critical thinking is the skill of distinguishing between truth and opinion.
The concept of "truth" refers to information that can be observed, verified, or verified.
The concept of "opinion" is an expression of an assessment based on personal judgment, impression or belief, while at the same time it can be trusted or not trusted.

Intellectual skills involve the procedural knowledge (how to do things). The intellectual skills are subdivided into different levels of learning: discrimination, concrete concept, defined concept, rule, and problem-solving (Gagne et al., 1992).

Discrimination is the ability to differentiate objects based on one or more of their physical characteristics, features, and/or dimensions. For example: differentiate between crocodile and alligator, octopus and squid, cat and dog, etc. Use reinforcement and repetition to assist and enhance learning of this skill.
Concrete concept is the ability to identify an object as a member of a group based on common physical characteristic, feature, property, attribute, and/or dimension (e.g., color, shapes, length, position, etc.). For example: identify whether tomatoes are considered vegetable. Learning concrete concept is more complex than learning discrimination. The latter only requires responding to a difference. The former requires the ability to identify an object correctly based on its main properties. For example: regardless of color, thickness, or/and size (irrelevant properties), students correctly identify different figures as triangles. Students must learn discrimination before they learn concrete concepts. Concrete learning is believed to be a prerequisite to abstract learning (defined concept, described next). To enhance learning of this skill, present different examples of an object (concept) with a wide variety of irrelevant characteristics and ask students to identify a correct answer.
Defined concept is the ability to understand the meaning of an object, event, or/and relation. It requires more than stating a definition or defining a concept. For example: Understand the meaning of family, justice, community, mass, acceleration, force, etc. Although defined concept may overlap concrete concept, the former represents more abstract learning. To enhance learning of this skill, first ask students to recall all components within the definition of a concept, including the relations among those components. Have students watch a demonstration, video, or film on how the concept works.
Rule is the ability to understand the relationships among objects and events (concepts). For example: know how to multiply numbers, to construct a sentence, or to play a game. To learn the skill, help students recall the components that make up the rule and their relationships. Clearly communicate the rule to students. Provide guidance (e.g., prompts, cues, strategies) during learning.
Problem-solving is the ability to combine different rules to solve a problem. Teach or recall relevant rules and information essential to solving the problem. Offer cues or prompts to help students solve the problem or engage them in discovery learning (guided and unguided) to find a solution.

]]> 2018-03-19 05:35:47 UTC https://padlet.com/gazlar1973/9c4nwkc24265/wish/243328785 Attitude https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329133 If you refer to someone as a person with attitude, you mean that they have a striking and individual style of behaviour, especially a forceful or aggressiveone.]]> 2018-03-19 05:39:05 UTC https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329133 Motor skills https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329167
Motor skills (also called psychomotor skills) are sequences of motor responses or movements, which are combined into complex performances. These physical performances are assessed by rapidity, accuracy, force, or smoothness. For example: dancing, skateboarding, fly-fishing, skiing, writing with a pencil, etc. The motor skills can be further divided into sub skills (part skills), which are performed simultaneously or in sequential order to produce performances. These skills are best learned by repeated practice. To teach the part skills, provide clear instruction to learn the skills. Provide a checklist, picture, or diagram to guide learning. Encourage students to practice the skills repeatedly, accompanying by timely and appropriate feedback from the instructor.

]]> 2018-03-19 05:39:20 UTC https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329167 Ahmed https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329175 Verbal information, or declarative knowledge, is seen when the learner is able to declare or state what he or she has learned. Declarative knowledge is made up of organized and meaningful categories that can be recalled in a variety of ways by the learner (Gagné, 1984). In this category, previously learned information aids the learning of new information (Gagne, 1980); it is the organized body of knowledge that we acquire.

]]> 2018-03-19 05:39:24 UTC https://padlet.com/gazlar1973/9c4nwkc24265/wish/243329175 HADI https://padlet.com/gazlar1973/9c4nwkc24265/wish/243330048
Cognitive strategy

Cognitive strategy is another type of intellectual skills for learning and thinking. Learning strategies include rehearsal (verbally repeat, underline, or copy materials), elaboration (associate new information with the existing one through paraphrasing, summarizing, note-taking, and questions and answers), and organizing (arrange material in an organized and meaningful order through outlining, concept mapping, advance organizer, etc.). The metacognitive strategies (thinking) involve students setting learning goals, tracking learning progress, and modifying strategies to achieve the goals. The affective strategies are used to focus and maintain attention, to control stress and anxiety, to manage time effectively, and so on.

]]> 2018-03-19 05:47:04 UTC https://padlet.com/gazlar1973/9c4nwkc24265/wish/243330048