Description
Book SynopsisHow to Train Anyone To Do Anything focuses on how to teach higher-order problem-solving skills, the kind that most instructional designers are called upon to train on in the information-age, service-oriented company, while at the same time including how to teach the lower-level skills that some designers still need to teach.
Table of ContentsList of Figures.
Contents of the CD-ROM.
Acknowledgments.
Preface.
Introduction.
PART I: INTRODUCTION TO THE COGNITIVE APPROACH.
Chapter 1: The Cognitive Approach to Training Development.
The Cognitive Approach to Instructional Design.
The Cognitive Point of View on How Learning Occurs.
Declarative and Procedural Knowledge and Their Subtypes.
Summary.
Chapter 2: A Cognitive Training Model.
A New Cognitive Model.
Learner Tasks and Lesson Elements.
How to Read the Cognitive Training Model.
Differentiating Our Model from Gagne's.
How to Use the Model.
Summary.
PART II: HOW TO DESIGN LESSONS USING THE COGNITIVE APPROACH.
Chapter 3: How to Begin Any Lesson: The First Three Lesson Elements.
About Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.
Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.
Summary.
Chapter 4: How to Organize and Present Information: Message Design Principles.
About Using the Lesson Elements to Help Learners Organize the Information.
Summary.
Chapter 5: Teaching Facts.
About Facts.
General Strategies for Teaching Facts.
Using the Lesson Elements to Teach Facts.
Summary.
Chapter 6: Teaching Concepts.
About Concepts.
General Strategies for Teaching Concepts.
Using the Lesson Elements to Teach Concepts.
Summary.
Chapter 7: Teaching Principles and Mental Models.
About Principles and Mental Models.
General Strategies for Teaching Principles and Mental Models.
Using the Lesson Elements to Teach Principles and Mental Models.
Summary.
Chapter 8: Teaching Well-Structured Problem-Solving.
About Well-Structured Problem-Solving.
General Strategies for Teaching Well-Structured Problem-Solving.
Using the Lesson Elements to Teach Well-Structured Problem-Solving.
Summary.
Chapter 9: Teaching Ill-Structured Problem-Solving.
About Ill-Structured Problem-Solving.
Problems Learning Ill-Structured Problem-Solving.
General Strategies for Teaching Ill-Structured Problem-Solving.
Using the Lesson Elements to Teach Ill-Structured Problem-Solving.
Summary.
Chapter 10: Teaching Troubleshooting.
About Troubleshooting.
General Strategies for Teaching Troubleshooting.
Using the Lesson Elements to Teach Troubleshooting.
Summary.
Chapter 11: Teaching Complete Lessons.
Combining Declarative and Procedural Teaching: Two Approaches.
Two Key ID Issues.
Template.
An Example of the Recommended Approach to Combined Lessons.
Summary.
PART III: USING THE COGNITIVE APPROACH: THE RESEARCH ISSUES.
Chapter 12: Issues Underlying the Cognitive Approach to Instructional Design.
Purpose and Approach.
How the Behavioral and Cognitive Approaches Differ.
Summary.
Chapter 13: Issues Underlying Teaching Declarative Knowledge.
How Declarative and Procedural Knowledge Differ.
Facts.
Concepts.
Principles and Mental Models.
Common Errors in Teaching Declarative Knowledge.
Summary.
Chapter 14: Issues Underlying Teaching Procedural Knowledge.
About Procedural Knowledge.
Terminology.
How Learners Solve Problems.
Problem-Solving Strategies.
Teaching Procedural Knowledge to Solve Problems.
Issues in Teaching Ill-Structured Problem Solving.
Issues in Teaching Troubleshooting.
Summary.
Further Reading.
About the Authors.
Index.
How to Use the CD-ROM.
