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Concept learning strategies [autosaved]
This document discusses concept learning strategies based on Robert Gagne's learning outcomes. It explains that concept learning falls under Gagne's category of intellectual skills. Intellectual skills form a hierarchy from discrimination to concepts to principles to procedures to problem solving. Examples of how this hierarchy applies to learning colors are provided. Different types of concepts - concrete and abstract - are defined. Finally, strategies for teaching concepts using analogies, concept trees, and discovery learning are outlined.
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Introduction to the presentation on Concept Learning Strategies by Cassandra Mobley.
Concept Learning as per Gagne's Learning Outcomes including verbal information and intellectual skills.
Hierarchy of Intellectual Skills: discrimination, concepts, principles, procedures, and problem solving.
Example of acquiring color concepts through discrimination, categorization, and problem solving.
Mention of games as a tool for learning intellectual skills.
Definition of concepts and differentiation between concrete and abstract concepts.
Gagne's assertion on learning outcomes and how new learning forms from simpler concepts.
Use of the Sesame Street song as an illustration of practical application of concept learning.
Introduction to Concept Trees and mind mapping tools for visual representations of ideas.
Citations for sources and materials referenced in the presentation.
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Concept learning strategies [autosaved]
- 1. Concept Learning Strategies InstructionalDesign By: Cassandra Mobley July 2, 2013
- 2. CONCEPT LEARNING • ConceptLearning is a branch from the Intellectual Skills based in R. Gagne’s Learning Outcomes. (Smith & Ragan, 2005) CONCEPT LEARNING INTELLECTUAL SKILLS
- 3. Gagne’s Learning Outcome •Gagne’s Learning Outcomes five categories are; verbal information (declarative knowledge), intellectual skills, cognitive strategies, attitudes and psychomotor. (Smith & Ragan, 2005) VERBAL INFORMATION INTELLECTUAL SKILLS COGNITIVE STRATEGIES ATTITUDES PSYCHOMOTOR SKILLS
- 4. INTELLECTUAL SKILLS • Accordingto Gagne Intellectual Skills are a hierarchy which consist of discriminations, concepts, principles (relational rules), procedures and problem solving. Intellectual Skills Discrimination Concepts Principles Procedure Problem Solving
- 5. Hierarchy of IntellectualSkills Discrimination Concepts Principles • The ability to distinguish the difference through the senses (visual, auditory, tactile, taste and smell) • (Smith & Ragan, 2005) • The ability to put objects into group, categorizing or assimilating • (Smith & Ragan, 2005) • The ability to apply natural laws or relationships between objects • (Smith & Ragan, 2005)
- 6. Hierarchy of IntellectualSkills Procedure Problem Solving “Learners must be able to make a discrimination among objects before they can identify concrete concepts. They must have acquired the concept that are used in the rules, and they have acquired the rules they will combine in unique ways to create domain-specific problem solving.” •The ability to apply the order of operation or processes •(Smith & Ragan, 2005) •The ability to apply the application of rules •(Smith & Ragan, 2005) •(Smith & Ragan, 2005, pg81)
- 7. INTELLECTUAL SKILLS EXAMPLE • Ifwe consider acquiring the idea of colors…The learn must learn to tell one color from another (discrimination), then they begin to put same colors together (concept)which leads to an understanding between different colors (principal/laws regarding colors), how colors are made(procedures) and finally having the ability to distinguish light and dark colors which are the same color(problem solving)
- 8.
- 9. DEFINATION OF CONCEPTS “Aconcept is a set of specific objects symbols or events which are grouped together on the basis of shared characteristics and which can be referenced by a particular name or symbol.” (Smith and Ragan, 2005, pg.172) Concrete Concepts- the learner assimilates objects based on physical characteristics. Abstract (Defined) Concepts- objects are assimilated by defined list. (Smith & Ragan, 2005)
- 10. CONCEPT LEARNING STRATEGIES • Gagnestated “The requirements of adequate preparedness for a new learning are different for each of the five kinds of learning outcomes: intellectual skills, information, cognitive strategies, attitudes, and motor skills (Gagne, 1980) He further stated regarding new learning through intellectual skills “rules and concepts are typically composed of simpler rules and concepts, and the new learning in fact has the character of combining components simpler skills into more complex ones. (Gagne, 1980) Therefore when applying concept learning with an inquiry approach the learner would “induce or discover the concept underlying the instances” (Smith & Ragan, 2005)
- 11. STRATEGIES CONT. • Anexample of this application is the Sesame Street son “One of These Things is Not Like the Other” which is also an analogies. One of These Things is Not Like the Others Analogies can be used for abstract and concrete concepts because they require the learner to relate prior knowledge and assist with grouping of characteristics.
- 12. STRATEGIES cont. • ConceptTree is a representation of an idea as it relates to other ideas. These can be illustrated through Prezi, Bubbl or any mind mapping tools. The learner’s representation my appear as the following:
- 13. References • Smith, P.L.& Ragan, T.J. (2005) Instructional design 3rd edition. Wiley & Son, Hoboken, NJ • Gagne, R. M. (1980). Preparing the learner for new learning. Theory Into Practice, 19(1), 6. • GAMES • http://www.lumosity.com • Pogo (2013) Poppit. Electronic Arts Retrieved 7/3/2013 from http://www.pogo.com/games/poppit Graan, B (2012). Mahjong solitarie version V17. Mahjonged.com