Bloom's taxonomy, bruner's concept attainmment, and ausubel's advance organizers

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Bloom's taxonomy, bruner's concept attainmment, and ausubel's advance organizers

  1. 1. Principles of Concept Attainment and Concept Retention and Today’s Instructional Strategies Class Session 3, ADLT 672
  2. 2. Who am I going to teach? At what level (of Bloom’s taxonomy?) What do I need to do to aid transfer of learning? Factors for Selection of Effective Instructional Strategies
  3. 3. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge
  4. 4. Three Stages of Bruner’s Concept Attainment Strategy (1967)
  5. 5. How do Bruner’s ideas about concept attainment apply to a POGIL exercise?
  6. 6. Ausubel’s Concept of Advance Organizers (1963) • Phase 1 - Presentation of the advance organizer • Phase 2- Presentation of learning task or material • Phase 3- Strengthening cognitive organization
  7. 7. The works of Jerome Bruner and David Ausubel in the 1960s form the basis of newer instructional design approaches, including - Use of concept maps - Just-in-Time Teaching - Jane Vella’s four I’s - Process-oriented guided inquiry learning (POGIL) - Other inductive teaching methods
  8. 8. The LCME definition of Active Learning • In active learning, • The learner is given the opportunity to self-assess learning needs • The learner is given the opportunity to independently identify, analyze, and synthesize relevant information • The learner is given the opportunity to appraise the credibility of information resources • All of this implies a new paradigm for teaching!

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