ERIC Number: ED310142
Record Type: Non-Journal
Publication Date: 1980-Nov
Reference Count: N/A
The Concept of Instructional Cues. Twente Educational Memorandum Number 24.
This paper addresses instructional cues and begins with an attempt to determine the position of cues and to place them in a theoretical context. This is done by using a theory of school learning developed by B. S. Bloom (1976). Next, an attempt is made to define the concept of cues. Cues are a part of the quality of instruction or the quality of teaching, including both information to be imparted and directions for providing for adequate absorption and processing of the information included in the material to be learned. It appears that the events of instruction, as outlined by R. M. Gagne, conform to both the requirements of the definition and can be conceived of as being instructional cues. These events include gaining attention, informing the learner of the objective, stimulating recall of prerequisite learning, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback about performance correctness, assessing the performance, and enhancing retention and transfer. A brief description of particular cues and a brief review of some research findings in this field are presented. (TJH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Twente Univ., Enschede (Netherlands). Dept. of Education.