华南师范大学：《教育心理学》课程教学资源（讲义，英文版）Teaching Declarative Knowledge

Teaching Declarative Knowledge Return to EDu 643 Syllabus Return to Dr. Scott s Home Page Table of Contents Definition declarative Knowledge Steps in Learning Declarative Knowledge Designers role Phases of presenting declarative Knowledge Examples of Leamer Acquisition of Declarative Knowledge Defining Declarative Knowledge: (labels, names, facts, lists Declarative knowledge is often associated with rote memory. It is the substance with which we think. It is often associated with the know ledge and comprehension level of blooms taxonomy. Examples of Declarative Knowledge: Often within your instructional design there are terms that your learners need to know and understand in order to more effectively communicate or proceed through your events of instruction. It is important for you to identify those terms and build into your design a metacognitive strategy for the learners to master those terms or a job aid for learners to refer to when they encounter those terms

Teaching Declarative Knowledge Return to EDU 643 Syllabus Return to Dr. Scott's Home Page Table of Contents • Definition Declarative Knowledge • Steps in Learning Declarative Knowledge • Designer's Role • Phases of Presenting Declarative Knowledge • Examples of Learner Acquisition of Declarative Knowledge Defining Declarative Knowledge: (labels, names, facts, lists). Declarative knowledge is often associated with rote memory. It is the substance with which we think. It is often associated with the knowledge and comprehension level of Bloom's taxonomy. Examples of Declarative Knowledge: Often within your instructional design there are terms that your learners need to know and understand in order to more effectively communicate or proceed through your events of instruction. It is important for you to identify those terms and build into your design a metacognitive strategy for the learners to master those terms or a job aid for learners to refer to when they encounter those terms

For example in first grade as the learners are beginning to read they master sight words. Sight words are declarative know ledge In addition, teacher often place those sight words on the wall in the form of a word tree. This allows the learner to refer back to those words when they are writing. Acquiring Declarative Knowledge: When considering where learners acquire declarative know ledge one often identified books Internet web sites, lectures, videos and other forms of reading or listening. When acquiring declarative knowledge the designer needs to consider constructing an activity that aids the learner in focusing and storing (whether memorizing or recording for later reference) the knowledge necessary for success in later portions of the design. In order to design successful aids, the designer should consider the four steps involved in learning declarative Steps in Learning declarative Knowl New knowledge is presented via some medium(video text,audio etc)and is apprehended by the learner prehension involves some sort of attention to the information. For example, when one is reading, one is aware of the words and ideas on the page. In this st ate the reader is attending to the text. however there are le is reading th ot fully focused on the text; for example, when ones mind wanders while reading. (Apprehension) 2. Material is translated by the leaner into propositions. At

For example in first grade as the learners are beginning to read they master sight words. Sight words are declarative knowledge. In addition, teacher often place those sight words on the wall in the form of a word tree. This allows the learner to refer back to those words when they are writing. Acquiring Declarative Knowledge: When considering where learners acquire declarative knowledge one often identified books, Internet web sites, lectures, videos and other forms of reading or listening. When acquiring declarative knowledge the designer needs to consider constructing an activity that aids the learner in focusing and storing (whether memorizing or recording for later reference) the knowledge necessary for success in later portions of the design. In order to design successful aids, the designer should consider the four steps involved in learning declarative knowledge. Four Steps in Learning Declarative Knowledge: 1.New knowledge is presented via some medium (video, text, audio etc) and is apprehended by the learner. Apprehension involves some sort of attention to the information. For example, when one is reading, one is aware of the words and ideas on the page. In this state the reader is attending to the text. However, there are times when one is reading that their attention is not fully focused on the text; for example, when ones mind wanders while reading. (Apprehension) 2.Material is translated by the learner into propositions. At

this step the learner is organizing the information. Prior knowledge is an important component during this step The designer should consider developing strategies such as advanced organizers or graphic organizers to aid the learner in translat ing the information. Analogies are helpful as are reflection strategies (Organizing 3. Related propositions in the leamer's memory are activated The information is stores and organized within the learner's mind. Leaning styles becomes an important element in determ ining how the leamer stores the nformation (Organizing 4. Elaborations are generated by the learner as new connections stimulate the formation of inferences as a result of this linking new knowledge is constructed (Elaborating) Learning declarative knowledge is an interaction between the learner and the content. Consequently when a designer is planning a portion of the design that requires the learner to use and/or learn declarative knowledge the designer must consider both how the content is organized and presented and how the learner should apprehend, organize and elaborate on that content. Designer s role in planning Instruction Involving declarative Knowledge The designer must select what declarative knowledge the learner needs 2. The designer must select the medium of presentation lecture reading text (including web page text) laser disk

this step the learner is organizing the information. Prior knowledge is an important component during this step. The designer should consider developing strategies such as advanced organizers or graphic organizers to aid the learner in translating the information. Analogies are helpful as are reflection strategies. (Organizing) 3.Related propositions in the learner's memory are activated. The information is stores and organized within the learner's mind. Learning styles becomes an important element in determining how the learner stores the information. (Organizing) 4.Elaborations are generated by the learner as new connections stimulate the formation of inferences. As a result of this linking new knowledge is constructed. (Elaborating) Learning declarative knowledge is an interaction between the learner and the content. Consequently when a designer is planning a portion of the design that requires the learner to use and/or learn declarative knowledge the designer must consider both how the content is organized and presented and how the learner should apprehend, organize and elaborate on that content. Designer's Role in Planning Instruction Involving Declarative Knowledge 1.The designer must select what declarative knowledge the learner needs. 2.The designer must select the medium of presentation • lecture • video • audio • reading text (including web page text) • laser disk

3. The designer must develop an organizing strategy. note taking guides graphIc organizers questioning strategies · reflection strategies 4. The designer must develop a means for the learner to engage in some for of elaboration Back to Top Phases of Presenting Declarative Knowledge Phase I: Introduction (hook the students) Phase Il: Presentation of main Ideas or Concepts Phase iii: Conclusion of Content Phase iv: Elaboration and extension Within these phase should be strategies to assist the learner to attend, organize and elaborate on the content. One could consider these strategies as a separate learned capability (Metacognition Back to Top

3. The designer must develop an organizing strategy. • note taking guides • graphic organizers • questioning strategies • reflection strategies 4. The designer must develop a means for the learner to engage in some for of elaboration. Back to Top Phases of Presenting Declarative Knowledge Phase I: Introduction (hook the students) Phase II: Presentation of Main Ideas or Concepts Phase III: Conclusion of Content Phase IV: Elaboration and Extension Within these phase should be strategies to assist the learner to attend, organize and elaborate on the content. One could consider these strategies as a separate learned capability (Metacognition). Back to Top

Examples of Learner strategies for Learning Declarative Knowledge Attending strategies Comprehension monitoring: helping the leaner to determ ine what they are understanding or leaming. For example, self-questioning Imputing Strategies: helping the learner to store declarative knowledge into their memory for retrieval For example, memorizing strategies, rehearsal strategies (flash cards, chunking, music memorizing, quizzing etc) Organizing Strategies: Activities that assist the learner in storing information into memory or in archival form grouping graphic organizers ● outlining Elaboration Strategies · mental imagery analogies keyword method paraphrasing generating personal examples role playing

Examples of Learner Strategies for Learning Declarative Knowledge Attending Strategies • Comprehension monitoring: helping the learner to determine what they are understanding or learning. For example, self-questioning. • Imputing Strategies: helping the learner to store declarative knowledge into their memory for retrieval. For example, memorizing strategies, rehearsal strategies. (flash cards, chunking, music memorizing, quizzing, etc). Organizing Strategies: Activities that assist the learner in storing information into memory or in archival form. • grouping • graphic organizers • outlining Elaboration Strategies • mental imagery • analogies • keyword method • paraphrasing • generating personal examples • role playing