5P Analysis for 4CID

Mapping Cognitive Science Against Learning Theories

The rubric below is an attempt at evaluation of something as complex as a learning theory.
If we believe that the activities listed below are what the cognitive scientists are saying is
valid, then we as teachers and designers and theorists should be informed by those
findings. This draft is worked from the brain-based motivation considerations and from
Gredler, Schumann and the material on how the neurons and glia operate. Please comment
and add or modify as you see fit.
Accounte
d For?
Y = Yes
Element of Motivation N= No Comments
NA = Not
Applicable
? = Cannot
Determine
Presentation
The theory considers N It does not mention the needs of the
whether material is relevant learner it talks about the task and content.
to needs and goals of the
learner
The theory includes Y In my opinion since it talks about real life
consideration as to whether authentic task it is a novel stimulus to get
material and/or the student interested in the task that has
presentation/stimulus is to be performed.
novel, is something new and
interesting to the learner
The theory concerns itself Y The theory emphasizes about variability
with the presentation in task and how to perform the task.
approach being intrinsically
pleasant/interesting/stimula
ting/ thought provoking
The theory informs with Y The Atomistic Models
respect to areas such as Teach piece by piece
wording, visuals, audio, Analyze complex learning domain in
language being manageable small pieces.
and useable to the receiving
group or individual

Practice

1
 The theory supports
opportunities being provided
to develop proficiency in
application of the skill,
knowledge, ability or
concept
The theory supports practice Y
activities, to include
repetition and spiraling,
designed to develop
automaticity in responses
and execution if appropriate
The theory requires that
practice is relevant to needs
and goals of the learner
The theory covers self-
assessment or assessment by
other means that evidences
that the Learner can see that
skill/competency acquisition
is taking place
The theory requires practice Y
activities that are within or
slightly above the learner’s
competency level
The theory requires that
practice be designed to lead
to correct response.
Production and Posting
The theory encourages Y The holistic approach analyzes complex
application of the skill,
knowledge/ability or
concept being learned
Y Yes, in the form of part-task practice that
prepares students to successfully
complete the following whole task
practice.
Yes, in the form of whole-task practice
that prepares students to apply
knowledge to unfamiliar situations in the
future.
N The theory is more focused on the task to
be taught rather than the learner’s needs
and goals.
It depends more on the values of the
stake holders
Y-N The theory does not outline specific steps
for assessment.
But step 3. talks about standard of
acceptable performance and feedback.
It talks about activities that slightly above
the learner’s level, as it talks about
scaffolding.
Y Part –task practice
Repetition of task should lead to correct
response.
learning domain in coherence.
Learning from simple to complex.
2
 The theory encourages
publication of whatever is
produced by the learner to
group for peer view and
learning
Participation/Collaboration
Theory supports
synchronous or
asynchronous review of
posted products
Theory promotes a
Community of Practice
/Wisdom/Knowledge
Theory supports some form
of accountability with
respect to who is
contributing and how they
are contributing to
knowledge sharing
Theory accounts for
variation in task readiness
and ability to contribute to
group effort to meet goals
In terms of theory, does the
theory provide for
collaboration?
Forum Post:
1.Usability with respect to the present or project teaching/design situation.
I see very interesting concepts that I can use in my capstone project which are.
Y-N Does not talk about publication but in
step 3 it talks about standard of
acceptable performance and feedback.
Y Synchronous review, since this theory
focuses on task, how it is performed and
step 3 specifies standards of acceptable
performance and feedback.
Supportive information includes internet
Y-N Does not specifically talk about
community of practice but wisdom can
be included when students are selecting
Their own tasks.
N The theory is more focused on task-
design and creation of instruction than
student use of the materials.
Y Part-task practice should prepare learners
so everyone is able to complete the
whole-task practice.
Y-N Does not specifically mention
collaboration but the way I understand
when the theory emphasizes about
authentic task there has to be some
collaboration.
3
Atomistic model

Analyze complex learning domain in small pieces. Teach piece by piece information, I will use
this approach as my students are in the first semester and begin to learn a very difficult language
this approach will help them a lot. Since they will be learning a difficult grammar feature in
Urdu.

Part-task practice will also be very beneficial for the students as repetition will help them get
higher proficiency in their target language. Overall the ten steps fit pretty well in my capstone
project.

2. Recommendation(s) and opinion to colleagues (recommend, not recommend, ease of

difficulty in understanding the approach, etc)

I will definitely recommend the 4C/ ID as Learning Task is the backbone of the educational
program.

Supportive and procedural information is very helpful for students to learn, With Part-task
practice, there is a lot of repetition which makes the learner comfortable and competent in what
they are learning.

3. Opinion as to which theory, or theories, is dominant.

In my opinion, Cognitivism is dominant, whenever we see task-based instruction there is always

critical thinking and higher order thinking involved.

4. The rubric is a work in progress. Please add comments on the rubric if you have
them. Your input is welcome.

The rubric is good to analyze the article, but sometimes I feel the same answer fits into another
question, which can be repetitive.