## Module 3: Concept Classification

 Home Basic Methods of Instruction 1.Kinds of Learning 2.Invariant Tasks 3.Concept Classification 4.Procedure Using 5.Principle Using 6.Understanding 7.Generic Skills 8.Attitudes Comments Site Map Print it! - Copyright 1999 by Charles M. Reigeluth. All rights reserved - Development Procedure for Designing a Concept Classification Lesson Here is a procedure that you may find helpful for applying the above-described principles to develop your lesson. 1. Identify the critical characteristics, and write a generality that includes the label (if any), the superordinate concept, and the critical characteristics. To do this, you should observe or ask your SME about the nature of the post-instructional requirements for classifying the concept and assess the entry level of the learners with regard to the critical characteristics.  2. Identify and list all dimensions of divergence (equivalence classes) for the concept.  3. Assess the difficulty level of the concept for the target learners (on, say, a scale of 1-5).  4. Create an instance pool that contains roughly x items per dimension of divergence, where x = the difficulty level times 2.  5. Create a test, using at least one item randomly selected from each dimension of divergence. If the concept is a difficult one, increase the number of items per dimension.*  6 Create practice items, using at least two items randomly selected from each dimension of divergence. If the concept is a difficult one, increase the number of items per dimension.*  7. Create examples, using at least one item randomly selected from each dimension of divergence. If the concept is a difficult one, increase the number of items per dimension.* Include appropriate power components, depending on the difficulty level of the concept.  8. Create the feedback for the practice items so as to be virtually identical to the enhanced examples.  9. Think about motivational needs and media selection, and modify the instruction as appropriate to each. (This should be done throughout the process, not just after all else is done.  * Note: In general, the number of examples and test items should be about the same, and there should be at least twice as many practice items as examples.     (to Module 4) Search     Comments    Print it    Site Map  Home  Green Book I  Green Book II  Basic Methods of Instruction  EPSS  Other Sites  This file was last updated on March 10, 1999 by Byungro Lim Copyright 1999, Charles M. Reigeluth Credit