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A procedure is an
established method of doing something. A procedure usually involves steps
and can be either simple or complex. Simple procedures have a single set
of linear steps. Complex procedures have many decision points. These are
points through out the procedure where a learner has to decide which situations
exist. Each decision leads to a different path or branch.
To learn procedures
successfully students must know when to use the procedure, be able to
recall the procedure, apply the steps of the procedure, and then confirm
that they have correctly followed the procedure.
To support the learning
of procedures teachers must make sure the procedure has been clearly written.
They should also teach the procedure is the simplest manner possible.
Two strategies can
be used to teach procedures:
Expository Strategy:
This is
the best approach for teaching procedures. During this approach teachers
present the procedure and show how to apply it rather than having learners
struggle to discover the procedure themselves.
Discovery Strategy:
This strategy
would be appropriate if on of the primary goals is for students to acquire
skills in generating strategies hower this goal usually makes the task
a problem solving task rather than one involving the application of procedure.
Here are some ways
that instruction events can be adapted when teaching procedures.
1. Introduction
 Attention
can be gained by using asking the students questions or by showing them
how using the procedure to solve a problem is more efficient than guessing
at a solution.
 Instructional
purpose is established by telling students the procedure they are going
to learn and telling them how it can be applied.
 Expository
lessons are previewed by having an explanation of what is going to be
learned and how the lesson is going to proceed. Inquiry lessons preview
the lesson by presenting the task they are going to have to accomplish.
 Learning
procedures can be motivating because they allow learners to complete
tasks more efficiently. Students can also be motivated to compare procedures
they have developed to the procedures being taught.
 During
the preview of the lesson the procedure should be previewed but it when
teachers are doing this they need to make sure that students know that
they do not need to know the entire procedure at this point.
2. Body
 Prior
knowledge can be activated by having the student recognize the concepts
necessary to recognizing when the procedure should be used and the concepts
necessary for completing steps of the procedure.

During the process of information students should be taught to recognize
when to use the procedure, how to complete its steps, to recall the
steps of the procedure, and to check if the procedure has been applied
properly. Students must also learn to make decisions with in the procedure.
 During
the focus of attention, attention needs to be focused on features of
a situation when the procedure is used, cues to indicate when a step
should be done and when it has been done correctly, the sequence of
the steps, and cures to indicate when the procedure has been done correctly.
 Mnemonics
is a strategy that can be used during the learning of a procedure. A
mnemonic device can be used to help students remember the steps of a
procedure.
 During
practice the each component of a procedure should be practice before
moving on to the next component.
 Teachers
should provide feedback on whether the learner knows to apply the procedure,
whether the learner has completed each step accurately, whether the
steps have been done in the correct order, and if the procedure has
been done correctly.
3. Conclusion
 During
the summary of a lesson instructors should review the type of situations
where the procedure is applied. The form of the procedure should also
be summarized and review.
 To
remotivate and close instructors should remind the learner of the usefulness
of the concept as well as its limitations.
4.
Assessment
 To
assess procedure learning instructors should determine if the student
is able to apply the procedure across a variety of situations.
 Feedback
should inform the learners whether or not specific component knowledge
has been mastered.
To show an example
of how a strategy to teach procedure learning might be used. I have provided
a lesson that teaches a procedure.
Objectives:
The
students will calculate scale using ratios.
1.
Introduction
 To
gain student attention and arouse interest use show the students a map
of the United States and point out the scale located in the map key.
Then tell the students that the map is a smaller scaleddown model of
the United States. Then explain that sometimes things are to large to
be represented on paper so we create a smaller model or sometimes we
have to make small object larger.
 To
establish the instructional purpose and preview the lesson tell the
students that scales are used scales to measure the weight of an object,
the temperature of air, the length of an object, and other things. Then
point to the scale on the map and tell the students that scale is a
ratio used to determine the size of a model of a real object and a ratio
is a relationship between two objects in quantity, size, or amount.
Then tell students that they are going to be using ratios to create
a scale model of an object.
2.
Body
 To
process the information, focus attention, and review prior knowledge
begin by drawing a square on the board whose sides are 10 cm. Then tell
the students that you need to make the square smaller but you can't
just cut it in half because you won't have a square any more. You need
a way to reduce the size of the square without changing its shape. The
tell the students that you want the square to be half the size of the
ten cm square. Ask the students to tell you what half of ten is and
then show them how a ratio of 5 to 10 equals 1/2. Then show the students
the scale on the map and show them how 1 in. is equal to 50 miles. Then
tell the students that they are going to be using the ratio .5 in=1
ft to find the scale model measurements of classroom objects. Then pick
an object and go through the steps they are going to be following to
find the measurements. Set up the ratio of .5in/1ft. Then measure the
side of one object using feet. Then set up an equation of two ratios
.5in/1ft=y/#of feet. measurement Then show the students
how to cross multiply to find their answer and to check and see if it
is correct.
 To
practice the procedure give the students a list of objects to measure
and have them practice using ratios to find the measurements of a scale
model
3.
Conclusion
 To
summarize and close the lesson go through the steps of the procedure
again and show the students how using ratios is useful in creating smaller
or larger models of objects.
4. Assessment
 To
assess the students knowledge of the material have the students complete
a worksheet that has them use ratios to make objects larger or smaller.
 Evaluate
the worksheet to make sure they have completed all the steps correctly
and they have found the correct answers to each problem.
