As I’ve been reading through and reflecting on the materials provided on the cognitivist learning theory, as well as doing some further reading on this topic, I find myself drawing parallels between this learning theory and Explicit Teaching theory, which the Central Qld EQ region is currently investing a lot of time, money and energy embedding throughout the region’s schools.
Gagne’s 9 conditions for learning align very well with the framework of the explicit teaching focus:
Warm up- gain learner’s attention
stimulate recall of previous information
WALT/WILF (learning intent/outcomes)- inform learner of objectives
I Do- present stimulus material
provide learner guidance
We Do- elicit performance
You Do- provide feedback
assess performance
Ploughback- enhance transfer opportunities
In my own school and with evidence from other schools using this approach, it is very evident that this approach is very valuable in giving the students the opportunity to develop the skills and knowledge that provide an excellent base upon which to build through the use of collaboration, repetition and hands on activities to transform their knowledge. This approach is extremely useful when it is appropriate to provide structured, guided learning such as when new skills and concepts are being introduced. As the approach is very structured, when learning outcomes are to be more of an investigative nature, this approach is not the best suited.
Courtesy of Andergrove State School
This poster, developed by Andergrove State School, clearly defines the explicit teaching structure as well as the teacher and student roles in this process. An excellent tool when chosen with the correct goal in mind.
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