CRESST learning model: Difference between revisions
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The CRESST learning model has been proposed by Baker (1995) of the Center for Research on Evaluation, Standard, and Student Testing (CRESST) to describe {{quotation|the range of cognitive learning in which students engage}}. The "cognitive types of learning" are a composite of taxomomies and theories from by [[Nine events of instruction | Gagné]], [[First principles of instruction | Merrill]] and others. | The CRESST learning model has been proposed by Baker (1995) of the Center for Research on Evaluation, Standard, and Student Testing (CRESST) to describe {{quotation|the range of cognitive learning in which students engage}}. The "cognitive types of learning" are a composite of taxomomies and theories from by [[Nine events of instruction | Gagné]], [[First principles of instruction | Merrill]] and others. | ||
Five ''families'' are used to describe the kinds of learning that can take place. | |||
*'''Content understanding''' - learning of domain specific material. | |||
*'''Collaboration''' - learning to work with others, acquiring interpersonal skills. | |||
*'''Communication''' - learning to express thoughts and ideas effectively, written or verbally. | |||
*'''Problem solving''' - | |||
*'''Metacognition''' - | |||
==References== | ==References== | ||
Revision as of 16:21, 11 December 2006
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Definition
The CRESST learning model has been proposed by Baker (1995) of the Center for Research on Evaluation, Standard, and Student Testing (CRESST) to describe “the range of cognitive learning in which students engage”. The "cognitive types of learning" are a composite of taxomomies and theories from by Gagné, Merrill and others.
Five families are used to describe the kinds of learning that can take place.
- Content understanding - learning of domain specific material.
- Collaboration - learning to work with others, acquiring interpersonal skills.
- Communication - learning to express thoughts and ideas effectively, written or verbally.
- Problem solving -
- Metacognition -
References
Baker, E.L. (1995), Finding our way. Presentation at the annual conference for the Center for Research on Evaluation, Standard, and Student Testing (CRESST), University of California, Los Angeles.