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The nature of instrcution (The kinds of processing presumed to occur…
The nature of instrcution
During a lesson there is a progress from one moment to the next as a set of events acts upon and involves the student.
Each of the particular events that make up instruction functions
to aid or otherwise support the acquisition and the retention of whatever is, being learned.
This
set of events
is, what is specifically meant by instruction.
The instructional events of a lesson may take a variety of forms. They may require the teacher's participation to a greater or lesser degree; and they may be determined by the student to a greater or a lesser degree.
In a basic sense, these events constitute a set of
communications to the student.
But, whatever the medium (e.g., verbal statements; oral or printed, gestures, pictures) the essential nature of instruction is most clearly characterized as
a set of communications
.
Sometimes a fairly large amount of teacher communication is needed; on other occasions, however, none may be needed at all.
The communications that make up instruction have the sole aim of
aiding the process of learning
--that is, of getting the student from one state of mind to another.
The purpose of instruction, however it may be done, is
to provide support to the processes of learning.
These functions of external events may be derived by consideration of
the internal processing
that makes up any single act of learning.
The kinds of internal processing to which we are referring are those involved in modern cognitive learning theories.
The kinds of processing presumed to occur during any single act of learning may be summarized as follows:
Attention
Selective perception
Rehearsal
Semantic encoding
Retrieval
Response organization
Feedback
Executive control processes