1. Principles of Concept
Attainment and Concept
Retention and Today’s
Instructional Strategies
Class Session 3, ADLT 672

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. Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

4. Three Stages of Bruner’s
Concept Attainment Strategy
(1967)

5. How do Bruner’s ideas
about concept attainment
apply to a POGIL exercise?

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. 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. 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!