A Unified Instructional Strategy

Abstract

Direct learning methods have been the traditional forms of learning from time immemorial. The late 60’s saw the rise of inquiry based and experiential learning models which have attained some degree of success. More recently neuroscience based learning models have become prevalent. The paper attempts to arrive at a new model for instructional approach which integrates direct learning, experiential learning and cognitive neuro-scientific learning principles to arrive at the Unified Instructional Strategy. Due importance is given to the architecture of human memory. The semantic declarative and procedural aspects of long term memory are considered so as to more efficiently associate new learning to existing learning, thus cementing this into long term memory. The methodology involves a 5 stage approach: (i) Review of learning already present in participant memory. (ii) Introduction of new concepts linking them to known concepts (iii) Introduction of new principles and procedures and relating them to the concepts learnt. (iv) Give a wider perspective to the concepts and principles /procedures learnt (v) Expose the participants to a problem solving situation which applies the new learning. This 5 fold approach to instructional strategy will help participants grasp the subject better and enable its storage in long term memory.