Week 7 - Instructional Strategies for Fact and Concept Learning

Starve, Stuff, then Vomit

"Hey! Lets go for dinner buffet later!"

"Wah! Like that I need to skip lunch le lor~~"

This is also often the case when it comes to learning of verbal information. We face the issue for the first time, and we become interested and hunger for more information.

Then we begin to feed (or perhaps feast) on hese information and then begin to stuff ourselves with food. Finally, when someone who is willing to listen comes along, we tell them as much as you can (oo as much as they want to listen).

Alfred mentioned during lecture that the learning of verbal information may encourage accuracy, which started me thinkimg. If the learning outcomes asks to state the position of the notes of F, A, C and E on the musical stave, the student maybe able to state the acronyms but may face problems in the positioning on the music score.

The lack of understanding (the "why") behind the facts is atypical of learning theories that encourages comprehension leading to application. Mere memorizing of these information may not gurantee a correct and accurate application of the theory learnt.

There was a time when I was sitting in a History class and having to remember huge chunks of information. We were forced to remember ridiculous melodies that contained these information. Following that, the teacher went on to try other strategies.

Mnemonics had the longest life.

To me, the best way to for Fact Learning is serve the most outstanding theory or concept to the learner, instead tryingto shuff the entire curriculum down the learner's throat.

In a learning design, fact learning should support on the earning of the most outstanding or major theory, such ADDIE in NM3204.

Afterall, you'd gag if you were forced to eat an entire Tuna.

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In reviewing the active verbs for concept objectives, active tasks are evident. To achieve the respective learning outcomes, the learner has to engage in activities so as to apply the concepts learnt.

In fact, the instruction adopted is also active through elements such as demonstration. When I was learning mathematical formulas in JC, I had to learn the derivation of the formula, and actively use it to solve problems. And upon learning the derivation, the application of the formula is much more accurate.

Afterall, it you never know what comes out after you have stuffed your entire stomach with food hours before.