EDUC 204 - TECHNOLOGY FOR TEACHING AND LEARNING 1

Second Semester – A.Y. 2024-2025

CLASS DISCUSSION
CHAPTER 1 LESSON 4: INSTRUCTIONAL STRATEGIES AND TYPES OF LEARNING OBJECTIVES

TYPES OF LEARNING OBJECTIVES (Gagné, 1985)

• Motor skills: include physical skills and bodily movements involving muscular activity. Examples of motor skills
are drawing a straight line, learning to ride a bicycle, changing a flat tire. Many motor skills also require verbal
information, cognitive strategies, and intellectual. As it happens, nearly all of the five types of things to be learned
involve some aspects of another learning type, but usually one type of thing be learned is dominant.
• Verbal information: knowing that something is the case, for example, knowing that there are 24 h in a day or that
tides occur twice daily; also known as, declarative knowledge.
• Cognitive strategy: refers to selecting an appropriate approach to solve a particular problem; a cognitive process
that involves awareness of the problem as well as awareness of one’s own knowledge and ability relevant to the
problem, also known as contextual or causal knowledge.
• Intellectual skills: Learning how to do something; also known as procedural knowledge. Subskills include
discrimination, concept application, rule using, and problem solving; intellectual skills are also known as procedural
knowledge. Examples of intellectual skills include solving equations, sorting objects into categories, and identifying
relevant principles to apply in particular situations.
• Attitudes: internal states which affect an individual’s choice of action toward some object, person, or event.
Example of attitudes is being predisposed to react in certain ways and having a particular interest in something.

INSTRUCTIONAL STRATEGIES
• Definition of Term: An instructional strategy is a description of an approach to a particular instructional or learning
activity. Instructional strategies are closely linked with the type of thing to be learned.

a. Drill and practice — appropriate for learning verbal information that for whatever reason must be committed
to memory.
b. Tutorial instruction – appropriate for learning simple procedures or how to navigate within a particular
software system.
c. Exploratory instruction — appropriate for promoting understanding about phenomena new to the learner.
d. Interactive simulation — appropriate for promoting critical reasoning about dynamic, complex systems.
e. Socratic questioning — appropriate for helping a learner link something new and seemingly unfamiliar to
something already understood.
f. Lecture — appropriate for introducing a new topic and creating some motivation and an appropriate
foundation for that topic.

Other examples of instructional strategy

g. Mastery Learning - The mastery learning model is based on the assumption that all students of a class can
learn and attain the mastery level if sufficient time, adequate instruction, and timely help are provided to them
according to their needs, interests, and abilities (Schwartz & Beichner, 1998). Therefore, the model focuses on
attaining mastery level.
h. Programmed Learning – Generally, the learning performed or instruction provided by a teaching machine or
programmed textbook is referred to as programmed learning or instruction.
i. Direct Teaching – Direct teaching is the pedagogy that makes mastering academic knowledge and skills its
central purpose. It can also be used to develop strategies for learning in a wide variety of content areas (Schwartz
& Beichner, 1998).
j. Inductive Thinking - The inductive thinking model is an example of concept formation based on allowing
students to infer a general rule or patterns based on multiple examples and non-examples; this approach was
developed by Hilda Taba (1971).
k. Concept Attainment - The concept attainment model facilitates the type of learning referred to as conceptual
learning in contrast with the rote learning of factual information or of vocabulary. In practice, the model works
as an inductive model designed to teach concept through the use of examples.

EDUC 204 – TECHNOLOGY FOR TEACHI NG AND LEARNING 1 1

 l. Advance Organizers – As Ausubel maintains, advance organizers are the primary means of enriching or
strengthening the learner’s cognitive structure and enhancing the possibilities of learning or retention of new
knowledge or information.
m. Group Investigation – Group investigation is a pedagogical approach that allows a class to work actively and
collaboratively in small groups and enables students to take an active role in determining their own learning
goals and processes.
n. Project-Based Learning Approach – Project-based learning is a pedagogical approach that encourages active
learning within the constraints set by the teacher. Within this framework, students pursue solutions to non-
trivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or
experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to
others, asking new questions, and creating artifacts.
o. Inquiry-Based Learning Approach - Inquiry-based learning approach is a method with which students learn
knowledge driven by specific questions or a complex problem. The teacher scaffolds and helps students as they
make contributions, identify questions, and gather relevant data on the Web. The setting of the problem is
crucial during this process.
p. Collaborative Learning - Collaborative learning is broadly defined as a situation in which two or more people
attempt to learn together (Dillenbourg, 1999) or to accomplish shared goals (Johnson & Johnson, 1986). Small
groups of 3 to 5 learners are often effective, and on occasion, roles may rotate among the members of a group
to ensure that everyone learns all aspects of the task (Johnson & Johnson, 1996).

Table 1. Possible instructional strategies to types of learning objectives

Types of Learning Objectives Possible instructional strategies/pedagogies
• Drill and practice
• Mastery learning
Motor skills
• Programmed learning
• Direct teaching
• Drill and practice
• Tutorial
• Programmed learning
Verbal information • Games
• lecture
• Mastery Learning
• Direct Teaching
• Exploratory learning
• Simulations
Cognitive strategies
• Socratic questioning
• Group investigation
• Role playing
• Scenario analysis
Attitudes
• Classroom Meeting
• Experience-based Learning
• Drill and practice
• Tutorial
• Case study
Intellectual skills—discrimination,
• Lecture
Concept use
• Inductive thinking (classification)
• Concept attainment
• Advance organizer
• Tutorial
• Exploratory learning
Intellectual skills–principles • Simulations
• Case study; Games; Lecture
• Debate

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 • Exploratory learning
• Collaborative learning
Intellectual skills—problem solving • Collaborative knowledge building
• Socratic questioning
• Project-based Learning

CLASS DISCUSSION
CHAPTER 1 LESSON 5: TYPES OF TECHNOLOGY FOR EDUCATIONAL USES

A technology may have two components: (1) a hardware aspect, consisting of the tool that embodies the technology as a
material or physical object, and (2) a software aspect, consisting of the information base for the tool. Some technologies
lack one or both of these components and may simply consist of a standard procedure or general-purpose algorithmic
approach.

Bruce & Levin (1997) describe a new way of classifying uses of educational technologies, based on a four-part division
suggested years ago by John Dewey (1938): inquiry, communication, construction, and expression.

Technologies for Inquiry. What follows are lists of technologies, tools, and techniques likely to be appropriate to support
inquiry.

• Visualization software • Video and sound recordings

• Virtual reality environments • Image processing
• Survey makers for student-run surveys and • Spreadsheets
interviews • Programs to make tables and graphs

Technologies for Communication.

• Word processing • live interactive platforms

• Spelling, grammar, usage, and style aids • discussion forums & community platforms
• Desktop publishing • pre-recorded video & podcasting tools
• Presentation graphics • document collaboration & cloud-based tools
• Electronic mail • social media for educational communication
• video conferencing & virtual classrooms • multimedia & video-based communication

Technologies for construction and problem solving.

• lego components, tangram puzzles, Rubik’s cube • simulation & modeling tools
• coding & programming platforms • game-based learning
• 3D printing

Technologies for knowledge representation.

• sensors and using technologies such as • digital libraries & knowledge bases
• QR codes, GPS displays • AI chatbots & virtual assistants
• graphs and charts • Animation software
• mind mapping & graphic organizers • ePortfolios

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