Chapter+8

**__ Strategies for Declarative Knowledge Instruction  __** Declarative knowledge also called as descriptive knowledge or propositional knowledge is “knowing that”. Common words used in declarative knowledge are //explain, describe, summarize, list.// Declarative knowledge is a critical part of what we learn throughout life. Although equated with rote learning, rote learning is not the right strategy to learn declarative knowledge. Declarative knowledge is used in: concept learning, procedures, psychomotor, and problem solving. E.g. in the recall of list of steps. Gagné & Briggs: identified three types of Declarative Knowledge: 1.  // Labels & Names: e.g. foreign vocabulary // 2.  // Facts & Lists: e.g. Prof. Lohr taught for 15 years at UNCO teaching ET 502, 602, 695, 702 // 3.  // Organized Discourse: e.g. thread of meaning through a passage of prose // ** How is Declarative Knowledge Stored ** ? 1.  // Propositional Network: The food Suzan brought was delicious. // //  Suzan brought food. // // The food was delicious. // 2.   // As a diagram/illustration, mathematic expression, musical notation // 3.  // As a schema – clusters of related ideas // **// How is Declarative knowledge learned //**// ? // // 1.   // // Linking with existing knowledge: to be easily learned, recalled and used new declarative knowledge must be tied to the learner’s prior knowledge // // 2.   // // Organizing: 7202441920 organize as 720 244 1920 // // 3.   // // Elaborating: elaboration of information e.g. filling in gaps, making inferences, imagining examples. //   Conditions Supporting Declarative Knowledge Learning: There are many and varied appropriate strategies for learning Declarative Knowledge. 1.  // Introducing Declarative knowledge Lessons: use novel, conflicting, paradoxical events to capture attention, to create interest and to motivate. //   2.   // Establish Instructional Purpose: By relating instructional goals to personal goals or job requirements, encouraging learners to make instructional goals personally relevant. //   3.   // Previewing the Lesson: This should be about what will happen (that the lesson will be repeated)and the nature of the material to be learned. Two primary organizers are used. // //  A)   // // Expository organizers: provide and clarify the hierarchical relationships among ideas. Best for laying the ground for broad areas of new unfamiliar material for which there is no relevant knowledge to which the new material can be compared. //  //  B)   // // Comparative organizers: make orienting comparison between current knowledge and material to be learned. Best for learning for which there are similar bodies of knowledge that can be compared to new knowledge. //   Two powerful techniques for the simulation and linking of prior knowledge are: a) Advance organizers: they bridge old and new knowledge    b)  Metaphoric devices: include the use of metaphors, in which a known vehicle is used to convey the new topic. E.g. The white blood cells (new topic) are soldiers (vehicle) c) Review: is also a means of stimulating recall of prior learning in declarative instruction.   ** Process Information ** : There are many specific techniques for processing of information in learning declarative knowledge.    1.  Associational techniques: helps learners to make association that aid learning. E.g. the use of mnemonics, images, analogies    2.  Organizational techniques: include clustering and chunking by categories.     3.  Elaborative techniques: involves making elaborations on the material being learned.   ** Labels and Names ** : an organizational technique that is useful in learning labels and names is of clustering and chunking into categories. An elaboration technique for learning labels and names is the elaboration of the material into sentences that make meaningful use of the term. E.g. how Hg became a symbol of mercury   ** Facts and Lists ** : to process information in the learning of facts and lists the use of images such as pictures, graphs, tables, maps is vital. Organizational techniques used in learning facts and lists are expository structures and narrative structures e.g. chronological structure. Another organizational technique in learning facts and lists is recognizing patterns e.g. patterns in periodic table. An organizational technique for learning lists is clustering and chunking. E.g. grouping telephone numbers. ** Organized Discourse ** : Three strategies, associative, organizational and elaboration are used. Organized discourse is for comprehension. E.g. this book. Associative strategies use imageries and metaphors. Organizational strategies for the processing of information in organized discourse use expository (description, chronology, comparison-contrast, cause-effect) and graphic organizers (networking, concept structuring, schematizing, mapping). ** Focus Attention ** : a useful technique for focusing attention in declarative knowledge learning is //underling, listing and reflecting (e.g. asking the learner to read through the list).// ** Employing Learning Strategies ** : Learning strategies that are appropriate for declarative knowledge include the use of mnemonics, elaboration strategies, imagery, analogy, organization, chunking, linking, graphic organizers, and rehearsal. ** Practice ** : is generally associated with reaching automaticity, and automaticity is also required in declarative knowledge. In designing practice in declarative knowledge it can be for recall or recognition. Practice for recognition is easier than practice for recall. ** Feedback ** : Feedback for labels and facts should evaluate whether information is complete and associations are correct. Feedback for lists should evaluate whether information is complete and sequential. ** Conclusion ** : summary and review are important to declarative knowledge learning because they provide practice, assist in consolidation of what was learned; and clarify and ensure the schema- tuning needed to assimilate the material. ** Transfer ** : To enhance transfer of declarative knowledge, the knowledge should be elaborated in as many situations as is feasible. ** Remotivate and Close ** : reemphasize the utility of the knowledge that has been learned. ** Assessment of Declarative Knowledge ** : this involves learners’ ability to recall or recognize either in verbatim or paraphrased form.
 * __ Chapter 8  __**