Domain

Conditions

Verbal Information

• Provide a meaningful context for effective encoding of information.
• Draw attention to distinctive features by variations in print or speech.
• Use terms or definitions in a sentence.
• Present information so that it can be made into chunks.
• Relate the information (term or definition) to preexisting knowledge.
• Present all terms clearly using the fewest number of words to convey the meaning. If more than five terms or units of information are to be presented in one lesson, group related terms or units into five or fewer clearly defined categories.
• Use a variety of concrete (observable) examples when possible, emphasizing the clear and well defined features that relate directly to the information.
• Explain clearly how learners will be expected to recall the information while it is initially presented.
• Make information readily accessible to learners, and provide opportunities for them to explore "nice-to-know" information associated with the knowledge.
• Practice with immediate feedback!
• Provide cues for effective recall and generalization of information.

Intellectual Skills - the discriminations, concepts, and rules that constitute the basic skills. For example, being able to recall and reinstate a definition verbally is quite different from showing that one can use that definition. The latter is what is meant by an intellectual skill, but not the former.

• Encourage learners to recall previously learned information or examples that illustrate concepts or rules being presented.
• Clearly communicate the definition of defined concepts, using the fewest number of words.
• Call attention to distinctive features.
• Stay within the limits of working memory.
• Present verbal cues to the ordering or combination of component skills.
• Break down the process of performing or applying rules into steps, and clearly communicate these steps to the students.
• Demonstrate an application of the rule for the students.
• Present varied examples or instances of concepts and rule applications, calling attention to the distinctive features of examples, definitions, and procedures.
• Present nonexamples or non-instances of the concept if they will help to clarify the concept.
• Schedule occasions for practice and spaced review.
• Provide learners with opportunities to "play" with concepts and rules within simulated or "real" environments, identifying and selecting their own examples and nonexamples of concepts and rule applications if possible.
• Present a variety of contexts or experiences that allow the students to practice applying the rules or identifying/describing concepts (transfer), providing guidance throughout early stages of practice.

Cognitive Strategies - internally organized skills that govern the individual's behavior in learning, remembering, and thinking

• Recall relevant rules and concepts.
• Describe or demonstrate the strategy.
• Provide a variety of occasions for practice using the strategy.
• Provide information feedback as to the creativity or originality of the strategy or outcome.

Attitudes

• Establish an expectancy of success associated with the desired attitude.
• Assure student identification with an admired human model.
• Make students aware of the personal benefits gained by making choices based on attitudes (preferably by someone the students admire).
• Clearly identify examples of choices made by people who possess the desired attitude (credible and attractive-similarity, familiarity, appearance).
• Clearly identify instances in the students' lives in which making choices are based on the attitude being presented.
• Allow students the opportunity to practice making choices associated with the desired attitude (role-playing, group discussion, etc.) and give them feedback.
• Arrange for communication or demonstration of choice of personal action.
• Positive feedback for successful performance; or allow observation of feedback in the human model.

Motor Skills

• Verbally guide learners through routine.
• Visually present example of routine execution.
• Encourage the use of mental practice.
• Arrange repeated practice.
• Furnish immediate feedback as to the accuracy of performance