Principles of Instructional Design

Fourth Edition

Rober M.Gagne

Leslie J.Briggs

Walter W.Wager

pages 43-52

five categories of learning outcomes

five kinds of learned capabilities

capability                                       example of performance

intellectual skill         identify the diagonal of a rectangle

                                  demonstrating use of objective case of pronoun following a preposition

cognitive strategy     using an image link to learn a foreign equivalent to an english word

                                  rearranging a verbally stated problem by working backward

verbal information     recounting the events of an automobile accident

motor skill                 planning the edge of a board

                                  printing the letter E

attitude                     choosing to read science fiction

                                  choosing running as a regular form of exercise

intellectual skills

intellectual skills enable individuals to interact with their environment in terms of symbols or conceptualizations

learning an intellectual skills means learning how to do something of an intellectual sort,what is learned is called procedure knowledge

cognitive strategies

cognitive strategies are the capabilities that govern the individual's own learning,remember-ing,and thinking behavior

a cognitive strategy may be selected by a learner as a mode of solving  a novel problem

the most commonly occuring cognitive strategies are domain specific

the learner must have a number of experiences with induction in widely different situations for the strategy to become dependably useful,when a learner becomes capable of induction,this strategy may be used in a great variety of other situations

verbal information

verbal infromation is the kind of knowledge we are able to state,it is knowning that,or declarative knowledge

commonly used items information,such as the names of months,days of the week, letters, numbers, towns,cities,states, countri-es , and so on

more highly organized information,such as many events of U.S. history,the forms of government,the major achievement of science and technology,and the component of the economy

the learner usually acquires a great deal of information from formal instruction,much is also learned in an incidental fashion

information may also be of importance for the transfer of learning from one situation to another

finding out whether students have learned some particular facts or some particular organized items of information is a matter of observing whether they can communicate them,the simplest way to do this,of course,is to ask for a statement of the information either orally or in writing,in the early grades,assessing the communications children can make may require the use of simple oral questions,pictures and objects that the child can point to and manipulate may also be employed

motor skills

a motor skill is one of the most obvious kinds of human capabilities

the individual learns to skate,to ride a bicycle,to steer an automobile,to use a can opener,to jump rope,there are also motor skills to be learned as part of formal school instruction,such as printing letters,drawing a straight line,or aligning a pointer on a dial face,despite the fact that school instruction is so largely concerned with intellectual functions,we do not expect a well-educated adult to be lacking in certain motor skills that may be used every day（所謂的高分低能？）

attitudes

all of us possess attitudes of many sorts toward various things,persons,and situations,the effect of an attitude is to amplify an individual's positive or negative reaction toward some person,thing,or situation

the school are often expected to establish socially approved attitudes such as respect for other people,cooperativeness,personal responsibility,as well as positive attitudes toward knowledge and learning,and an attitude of self-efficacy

school instruction may have the objective of establishing positvie attitudes toward subjects being studied,school learning is successful in modifying attitudes toward activities that provide esthetic enjoyment

an attitude is a persisting state that modifies the individual's choices of action

the performance that is affected by an attitude is the choice of a course of personal action

a change in an attitude would be revealed as a change in the probability of choosing a particular courses of action on the part of the student

human capabilities as course goals

a single course of instruction usually has objectives that fit into several categories of human capability(5種：intellectual skill,cognitive strategy,verbal information, motor skill, attitude)

designing instruction using human capabilities

instruction should always be designed to meet accepted educational goals

what human adults in a particular society ought to know and particularly what they ought to know how to do (特殊人群需要掌握哪些必備知識和技能）

one cannot have a course without information,and one cannot have a course that doesn't affect attitudes to some degree,and most importantly,one cannot have a course without intellectual skills

intellectual skills are the kinds of capabilities that determine what the student can do and, thus ,are intimately bound up with the description of a course in terms of its learning outcomes;intellectual skills have a cumulative nature-they build upon each other in a predictable manner

不同社會、階層對教育的期待，通過教育最終能達成什麼目的（比如通過教育讓兒童和年輕人適應快速多變的社會）

each performance objective of a course defines a unique performance expected as an outcomes of the instruction