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

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

    • Principles of Concept Attainment and Concept Retention and Today’s Instructional Strategies Class Session 3, ADLT 672
    • 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
    • Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge
    • Three Stages of Bruner’s Concept Attainment Strategy (1967)
    • How do Bruner’s ideas about concept attainment apply to a POGIL exercise?
    • 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
    • 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
    • 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!