Lecture 6 - Instructional Strategies for Fact and Concept Learning

The two main concepts from this lecture are 1) declarative learning and 2) concept learning. These two concepts are crucial in the development of appropriate learning design. The kind of information will dictate the type of learning approach, i.e., facts are part of declarative learning, concepts require intellectual skills and are part of concept learning.

There are three ways to learn declarative knowledge:
1) Organising (Chunking)
This is the grouping of large set of elements into smaller subsets of elements. By drawing on the relationship between similar elements, learners will be able to memorise these elements better.
2) Linking
This is the use of mnemonics to serve as memory aids.
3) Elaboration
By attaching more meaning to the object, the more successful one is able to recall it. In this case, we need to attach higher levels of meanings, such as using imageries in our minds.

In my opinion, I would say that the most useful way to learn facts is through elaboration. Linking and the use of mnemonics make the learners more dependent on tools, rather than on learners' cognitive abilities. For the recalling of simpler facts, the use of mnemonics should suffice. However, for facts that are more complex, I think that recalling is most successful when the learner is able to attach meanings to the object that needs to be remembered. This is because the cognitive process of attaching meaning makes the learner more involved in the memorizing of the word.

For concept learning, the way of instruction is:
1) Name the concept
2) Define the concept
3) Provide an example of concept (Give varied examples)
4) Provide non-examples
5) State distinct attributes of concept
6) Practice (Make learners apply the concept)
7) Provide feedback for their practice (Correct/Reinforce concept)

I think this proposed way of instruction is very efficient for concept learning (:
Both behaviorism and cognitivism mutually support each other in this process.
The first five steps engage the learners' cognition to learn and reflect on the concept. Non-examples clarify what the concept consists or does not consist. The stating of attributes requires the learners to attach distinct meanings to the concept and as a result, make the concept more memorable. At the end, the learners apply their knowledge of the concept in a practice (i.e., MCQ quiz) and the instructors will provide feedback to their answers. In this process, behaviorism is being applied, as the wrong answers are corrected and the right answers are reinforced.