Module 7: Generic Skills 

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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

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Project: Generic Skills Lesson Critique Your team is working for the Vanguard School Corporation to help them improve their thinking skills curriculum. They want you to improve (rewrite) the lesson specs that I will hand out to you. Your revised lesson specs should include the following: 

a. A description of the simplest kind of case for the skill. 

b. A list of the dimensions of divergence for the thinking skill. 

b. The sequence for introducing each new dimension of divergence. 

c. The components of the thinking skill (procedures, principles, etc.) for the simplest level of complexity. 

d. A chronological lesson plan for the simplest level of complexity in your sequence. It should show what components should be taught in what order, what tactics should be used to teach each component, how the tactics should be implemented, how the instruction should be integrated with the school corporation's existing courses (at whatever grade level is appropriate for this level of complexity), and how you can maintain as holistic as possible an approach to teaching the thinking skill at this level of complexity, without overloading the students with too much new stuff. 
 
 


Project: Generic Skills Lesson Design

Working in groups of three, create a blueprint for teaching a generic skill of your choice. 

a. Pick a generic skill which is fairly small (manageable) in scope. Of course, it must not be anything we have discussed in this course. 

b. Select your target population of learners so that the content is of moderate difficulty (3 on a scale of 1-5). Assume that none of your learners has already learned your task, and that all of your learners have already mastered all prerequisites for it. 

c. Your blueprint should have the usual header information:

  • your name, 
  • the kind of lesson (generic skill), 
  • the label for your generic skill, 
  • the target audience, 
  • the richness level for the lesson (1-5) 
  • the dimensions of divergence for the examples and practice. 


Then it should have an outline of the sequence of levels of complexity for the generic skill (shoot for 4-6 levels for this exercise), with a listing of all content to be taught within two of those levels. The listing of content should include the steps (procedures), principles, and any other content you find useful. Assume that all prerequisite concepts have already been mastered. 

Then for one of the levels of complexity, the blueprint should have a separate section with prescriptions in the form of a chronological listing of the tactics you would use to teach each piece of content (in a left-hand column) and an indication of how you would implement them (in a right-hand column). 

Finally, in still another section of the blueprint, list some domain-dependent content from a variety of courses your students would be taking (say, two pieces of content from each course). This content should be appropriate to serve as examples and practice for the chosen level of complexity. 

You do not need to develop instruction for this assignment, just the blueprint (about 3-5 pages).
 
 



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This file was last updated on March 10, 1999 by Byungro Lim
Copyright 1999, Charles M. ReigeluthCredit