Instructional design/Component Display Theory/Learning to Drive

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Introduction

Lesson Introduction
 * CDT Matrix
 * Performance Matrix
 * Classification of content

Learning Scenarios
 * Scenario One
 * Scenario Two
 * Scenario Three

Assess Your Skills
 * Self Assessment
 * Grading Rubric
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Performance Matrix
Objective: You will be able to interpret the classification matrix for courses of action and level of performance based on remember, use and find with the use of a job aid. Instructional Strategy: Provide the matrix image and identify how it is used by incorporating examples as models.

Lesson Content: In order to be able to follow the prescribed process of Component Display Theory, we are given a matrix, which you see on the right, as a way to describe how to apply the content specifically to a level of performance.
 * A fact can only be remembered, therefore, a fact is a fact. One instructional strategy that can be used to remember facts is mnemonics. There are other cognitive architecturally-based instructional strategies.
 * A concept/procedure or principle can be introduced. By providing examples and non-examples, the learner is given an opportunity to contextualize the content classification and begin to interpret the meaning and how it is applied.


 * The directive of Use really pertains to being able to identify the particular content type within a specific curriculum.
 * Find is another way of applying the concept, procedure or principle. It may require the learner to create or synthesize what is presented within the curriculum based on the content.  Given scenarios for the specific content type, find means application. Thus, by having the learner apply the concept, procedure or principle, it reinforces the learning.

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