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3.2 Linking Instructional Strategies to Learning Objectives 51

Table 3.1 Gagné’s types of
Motor skills
learning
• Behavioral physical skills
Verbal information
• Facts of knowledge
Cognitive strategy
• Metacognition strategies for problem solving and thinking
Intellectual skills
• Problem solving, discriminations, concepts, principles
Attitude
• Internal state affects an individual’s choice of action
Further, there are four sublevels in intellectual skills:
discrimination, concept application, rule using, and problem
solving

Definitions
Motor skills: include physical skills and bodily movements involving muscular
activity. Examples of motor skills are drawing a straight line, learning to ride a
bicycle, changing a flat tire. Many motor skills also require verbal information,
cognitive strategies, and intellectual. As it happens, nearly all of the five types of
things to be learned involve some aspects of another learning type, but usually one
type of thing be learned is dominant.
Verbal information: knowing that something is the case, for example, knowing
that there are 24 h in a day or that tides occur twice daily; also known as,
declarative knowledge. Examples of verbal information include knowing that
insects have six legs or that a byte consists of eight bits (zeros or ones).
Cognitive strategy: refers to selecting an appropriate approach to solve a par-
ticular problem; a cognitive process that involves awareness of the problem as well
as awareness of one’s own knowledge and ability relevant to the problem, also
known as contextual or causal knowledge. Examples of cognitive strategies include
using a split-half approach to solving a troubleshooting problem or applying a
bubble sorting algorithm for a selected data set.
Intellectual skills: Learning how to do something; also known as procedural
knowledge. Subskills include discrimination, concept application, rule using, and
problem solving; intellectual skills are also known as procedural knowledge.
Examples of intellectual skills include solving equations, sorting objects into cat-
egories, and identifying relevant principles to apply in particular situations.
Attitudes: internal states which affect an individual’s choice of action toward
some object, person, or event. Example of attitudes is being predisposed to react in
certain ways and having a particular interest in something.
Discrimination: Identifying things so as to be able to make different responses
to the different members of a particular class. Examples of discrimination tasks
include distinguishing different classes of objects, such as flowers, dogs, vegetables,
and people of different nationalities.