Allen & White (1980). Learning Objectives and Teaching Strategies.

Allen, D. I., & White, R. T. (1980). Learning Objectives and Teaching Strategies. Canadian Journal of Education / Revue canadienne de l’éducation, 5(2), 23-42. “A proposal is made for division of objectives into five categories suggested by Gagne: verbal knowledge, intellectual skills, cognitive strategies, attitudes, and motor skills.” (p 23) “… many day-to-day teaching activities … Read more

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Holloway & Wampold (1986). Relation Between Conceptual Level and Counseling-Related Tasks: A Meta-Analysis.

Holloway, E. L., & Wampold, B. E. (1986). Relation Between Conceptual Level and Counseling-Related Tasks: A Meta-Analysis. Journal of Counseling Psychology, 33(3), 310-19. “CST is a developmental system of organizing personality based on individual differences in social cognition. The theory embraces an interactionist view of behavior as first described in Lewin’s (1935) field theory; behavior … Read more

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Role-Playing – Summary of a Teaching Model.

Role-playing as a teaching model was brought to contemporary prominence in large part through Fannie Shaftel and George Shaftel (1970)⁠. Their advocacy of role-play was based on research in the problem-story model, simulations, and game theory. Fannie Shaftel described role-play for development of interpersonal skills through dramatizations of “life-situations” (1970, p. 556)⁠. These scenes would … Read more

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Willingham (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?

Willingham, D. T. (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? American Educator. Retrieved July 1, 2008, from here. The article argues that although learners may have modalities, there’s no evidence that supports differentiating instruction to suit the modalities. Confirming that modality may exist in learners… “… it’s likely that … Read more

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