• Describe the components of the Alexander, Schallert, & Hare model of knowledge.
• Identify and/or provide exemplars for each of the model's sub-units.
• Identify various types of knowledge that are being taught in specific lessons.
• Choose among types of knowledge when compiling learning objectives, and sequence learning as needed.
• Reflect upon their own experience and identify the types of knowledge that have been promoted in various settings.

• Something to think about . . . . A Presentation

Below are a series of educational objectives, what type of knowledge (based on the Alexander et al model) does each relate to?

• 1) Describes the functions and levels of teacher planning.

2) Gives several reasons for using instructional objectives.

3) Write objectives, applying Mager's or Grunlund's approach.

4) Use task analysis to develop a sequence of objectives.

5) Create objectives for cognitive, affective, and psychomotor learning.

6) Plan objectives for an entire course.

7) Describe situations in which each of the possible formats would be most appropriate- lecture, recitation, group discussions, seat work, inquiry, or individualized instruction.

8) Draw classroom floor plans that fit your learning goals and teaching methods.

9) Define learning.

10) Compare contiguity, classical conditioning, and operant conditioning, giving examples of each.

11) Give examples of four different kinds of consequences that may follow any behavior and the effect each is likely to have on future behavior.

12) Select a common academic or behavior problem and design an intervention based on applied behavior analysis.

13) Describe situations in which a teacher may wish to use modeling.

14) Compare self-management and cognitive behavior modification.

15) Discuss potential dangers and ethical issues involved in the use of any behavior change technique.

Consider a setting in which you are responsible for promoting learning in others. If you are a teacher in a classroom setting, I strongly encourage you to consider this assignment based on a typical day in your classroom. Define a series of learning objectives (at least 8) you have for individuals in this context. You may consider these objectives in relation to a single lesson, or more broadly- a set of learning objectives that you may have for a day. Briefly describe the educational setting, and list all of the learning objectives that you have. Then develop a chart to convey the amount of time you spent attempting to promote knowledge in each of the domains described.

Please note: if you cannot create a pie-chart or some other graphics-based representation, feel free to create a text-based table offering percentages of time.

Then respond via e-mail to the professor with your answers.

• 1) Consider the areas in which you spend the most time. Are these the areas that will aid your students most in the short-term? What about the long-term?

2) What institutional constraints have contributed to this division of your energy?

3) What personal constraints have contributed to this division of your energy?

4) Assuming that you are going to make some change, in which area would you like to increase your efforts and in which areas would you like to decrease your efforts?

5) How will your behavior need to change to facilitate the change noted in #4 above?

6) What environmental supports will you need to accomplish this change?

7) How will the learners with whom you work benefit by these change?
 

        A constantly growing array of questions, answers, and tips

Communication

E-mail the instructor

Connect to the class bulletin board

Connect to the class mail page

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