Thank you! Sounds very interesting, but those 700+ pages will take a while to read.
EDIT:
After reading the first 90 pages, here are my notes:
The model of instruction explained in this book is completely “waterfall”. First you specify a standard, that is what the student is supposed to know at the end of the course. Then you create a very detailed curriculum, making sure that everything mentioned in standard is learned at some point. Then you teach, following the curriculum, and then you test, preferably shortly after teaching. (Ideally, one should test students both before and after the lesson; this is how you show they actually learned something.) The students that fail provide a useful feedback about which parts of curriculum need to be improved.
Communicate in a way that allows only one interpretation.
When you are providing examples, make them different from each other; the thing you are trying to teach should be the only thing they have in common. (For example, it is a mistake to explain the concept of “red” by only giving examples of red circles.) Also provide negative examples. On the test, use examples and negative examples other than the ones you used to teach.
During explanation, ask students to repeat the keywords and the key phrases after you.
Not bad, but I wish these guys would write more briefly.
The theory behind it is described here: https://www.researchgate.net/publication/303721842_Theory_of_Instruction_Principles_and_Applications
Thank you! Sounds very interesting, but those 700+ pages will take a while to read.
EDIT:
After reading the first 90 pages, here are my notes:
The model of instruction explained in this book is completely “waterfall”. First you specify a standard, that is what the student is supposed to know at the end of the course. Then you create a very detailed curriculum, making sure that everything mentioned in standard is learned at some point. Then you teach, following the curriculum, and then you test, preferably shortly after teaching. (Ideally, one should test students both before and after the lesson; this is how you show they actually learned something.) The students that fail provide a useful feedback about which parts of curriculum need to be improved.
Communicate in a way that allows only one interpretation.
When you are providing examples, make them different from each other; the thing you are trying to teach should be the only thing they have in common. (For example, it is a mistake to explain the concept of “red” by only giving examples of red circles.) Also provide negative examples. On the test, use examples and negative examples other than the ones you used to teach.
During explanation, ask students to repeat the keywords and the key phrases after you.
Not bad, but I wish these guys would write more briefly.