{"product_id":"writing-training-materials-that-work-9781118351680","title":"Writing Training Materials That Work","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Figures.\u003c\/p\u003e \u003cp\u003eContents of the CD-ROM.\u003c\/p\u003e \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003ePreface.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I: INTRODUCTION TO THE COGNITIVE APPROACH.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: The Cognitive Approach to Training Development.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Cognitive Approach to Instructional Design.\u003c\/p\u003e \u003cp\u003eThe Cognitive Point of View on How Learning Occurs.\u003c\/p\u003e \u003cp\u003eDeclarative and Procedural Knowledge and Their Subtypes.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: A Cognitive Training Model.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA New Cognitive Model.\u003c\/p\u003e \u003cp\u003eLearner Tasks and Lesson Elements.\u003c\/p\u003e \u003cp\u003eHow to Read the Cognitive Training Model.\u003c\/p\u003e \u003cp\u003eDifferentiating Our Model from Gagne's.\u003c\/p\u003e \u003cp\u003eHow to Use the Model.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II: HOW TO DESIGN LESSONS USING THE COGNITIVE APPROACH.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: How to Begin Any Lesson: The First Three Lesson Elements.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: How to Organize and Present Information: Message Design Principles.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Using the Lesson Elements to Help Learners Organize the Information.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Teaching Facts.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Facts.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Facts.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Facts.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Teaching Concepts.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Concepts.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Concepts.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Concepts.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Teaching Principles and Mental Models.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Teaching Well-Structured Problem-Solving.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Teaching Ill-Structured Problem-Solving.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eProblems Learning Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Teaching Troubleshooting.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Troubleshooting.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Troubleshooting.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Troubleshooting.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Teaching Complete Lessons.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCombining Declarative and Procedural Teaching: Two Approaches.\u003c\/p\u003e \u003cp\u003eTwo Key ID Issues.\u003c\/p\u003e \u003cp\u003eTemplate.\u003c\/p\u003e \u003cp\u003eAn Example of the Recommended Approach to Combined Lessons.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III: USING THE COGNITIVE APPROACH: THE RESEARCH ISSUES.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Issues Underlying the Cognitive Approach to Instructional Design.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePurpose and Approach.\u003c\/p\u003e \u003cp\u003eHow the Behavioral and Cognitive Approaches Differ.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Issues Underlying Teaching Declarative Knowledge.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Declarative and Procedural Knowledge Differ.\u003c\/p\u003e \u003cp\u003eFacts.\u003c\/p\u003e \u003cp\u003eConcepts.\u003c\/p\u003e \u003cp\u003ePrinciples and Mental Models.\u003c\/p\u003e \u003cp\u003eCommon Errors in Teaching Declarative Knowledge.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Issues Underlying Teaching Procedural Knowledge.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Procedural Knowledge.\u003c\/p\u003e \u003cp\u003eTerminology.\u003c\/p\u003e \u003cp\u003eHow Learners Solve Problems.\u003c\/p\u003e \u003cp\u003eProblem-Solving Strategies.\u003c\/p\u003e \u003cp\u003eTeaching Procedural Knowledge to Solve Problems.\u003c\/p\u003e \u003cp\u003eIssues in Teaching Ill-Structured Problem Solving.\u003c\/p\u003e \u003cp\u003eIssues in Teaching Troubleshooting.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003eAbout the Authors.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e \u003cp\u003eHow to Use the CD-ROM.\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49406855938391,"sku":"9781118351680","price":54.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118351680.jpg?v=1730497357","url":"https:\/\/bookcurl.com\/products\/writing-training-materials-that-work-9781118351680","provider":"Book Curl","version":"1.0","type":"link"}