Principles of Instructional Design

Fourth Edition

Rober M.Gagne

Leslie J.Briggs

Walter W.Wager

pages 179-190

integrating multiple objectives

it is not uncommon for a lesson to have several different objectives and also several different kinds of objectives 

additional sorts of planning must often be done for lessons and topics having multiple objectives

the prevalence of multiple objectives is made particularly apparent when one attends to the goals of instruction

the goal schema

when engage in learning several different objectives integrated in a goal,learners must carry out a number of cognitive operations,they must be able to retrieve prior knowledge, consisting of both verbal information and prerequisite intellectual skills,they must utilize encoding procedures that are most readily applicable to the various types of single objectives involved,they must associate cues with the rules and propositions being acquired to ensure their accessibility keep in mind how the newly learned material is going to be displayed or used

the schema that makes possible the integration of prior knowledge,present learning,and postlearning goals is a metacognitive structure that allows the learner to maintain periodic awareness of these relationships

cognitive representation

when learning is first entered into,the learner should become aware of the enterprise for which he or she is aiming

the schema relates the goal to its prerequisites,that is,to the kinds of skills and knowledges that the learner must retrieve and use when engaged in the enterprise,these prerequisites may comprise verbal knowledge in the form of labels,concepts and rules,cognitive strategies, and attitudes

scenarios have the function of reminding learners,individually,where they have been and where they are going

forms of goal schemas

denoting

in denoting a class of objects such as typewriter,the performer would communicate not only its name and the appearance of the object and its parts,but also the rules involved in its functioning

manifesting

化茧成蝶的过程

discovering 

problem solving or the finding of a novel process

instruction for the goal schemas

providing a verbal statement of a goal and its relation to prerequisite skills,knowledges,and attitudes

giving a verbal description of a scenario that relates whatever is to be newly learned to the goal

identifying suitable sequences of objectives,utilizing such techniques as the learning hierarchy and the curriculum map

establishment of a schema representing the learning goal

the events of instruction

determining what the outcomes of instruction are to be,defining performance objectives, and deciding upon a sequence for the topics and lessons that make up the course

the nature of instruction

the instructional events of a lesson may take a variety of forms

a set of communications to the students

getting the student from one state of mind to another

communications during a lesson are to facilitate learning and that anything beyond this is mere chatter

self-instruction and the self-learner

any of all of the events of instruction may be put into effect by the learner himself when he is self-instructing

instrction and learning

the purpose of instruction,is to provide support to the processes of learning

the kinds of processing presumed to occur during any single act of learning may be summarized as follows

attention:determines the extent and nature of reception of incoming stimulation

selective perception:transforms this stimulation into the form of object-features,for storage in short-term memory

rehearsal:maintains and renews the items stored in short-term memory

semantic encoding:prepares information for long-term storage

retrieval,including search:returns stored information to the working memory or to a response generator

response organization:selects and organizes performance

feedback:provides the learner with information about performances and sets in motion the process of reinforcement

executive control processes:select and activate cognitive strategies,these modify any or all of the previously listed internal processes

instructional events

activated internally

instruction consists of a set of events external to the learner designed to support the internal processed of learning