Week 9: Instructional Strategies Leading to Problem-Solving & Affective Learning

1. Problem representation:
• Problem Identification
• Analysis
• Synthesis/Reorganization

Solution planning:

· Idea Generation

Solution planning/Evaluation:

· Idea Evaluation

Solution Implementation:

· Implementation planning

Solution Implementation/Evaluation:

· Solution Appraisal

2. The cognitive requirements (conditions) for problem-solving learning are:
• Problem Representation
• Solutions planning
• Solutions implementation
• Solution evaluation
3. Attitudes can be identified as desirable educational goals
4. The 3 components to attitude learning are:
• Knowing why
• Knowing how
• Practicing the behviour
5. According to Gagne (1985), the steps in a procedure for the use of human models in attitude learning are: (see 6 – note: conditions)
• Establish the appeal and credibility of the model.
• Stimulate the learner's recall of relevant knowledge and concepts.
• Demonstration or communication of desired action by the model.
• Demonstration or communication or reinforcement of the model as a result of the action taken.
6. The key instructional conditions for attitude learning are:
• Demonstration of the desired behaviour by a respected role model.
• Practice the desired behaviour through role-play.
• Provide reinforcement for the desired behaviour
7. The cognitive process for solving problems are:
• Problem finding
• Analysis
• Synthesis/reorganization
• Idea generation
• Idea evaluation
• Implementation planning
• Solution appraisal
8. The following are other strategies for teaching problem-solving:
• Socratic dialogue (no info is given but keep asking qns)
• Expert systems
• Simulations
• Microworlds
• Problem-based learning

These are common macro instructional strategies that are synonymous with problem-solving instruction.

9. Below are characteristics of ill-structured problems:
• May not have general rules to follow
• Not all information present, goals unclear