|
Declarative Knowledge
|
Procedural Knowledge
|
| " What " |
" How " |
| Accomplished by seeing/Hearing
(passive involvement. |
Achieved through active doing. Trial
and error. |
| Primary use of one modality
( chalk 'n talk )
|
Multiple modalities at play. |
| Convergent outcome |
Divergent results. |
| Behavior that "absorbs meaning" |
Engaged behavior that " Makes meaning
collaboratively. |
| Reliant on authoritative
Instruction |
Reliant on coaching and modeling from
teacher. |
| Lends itself to Elaborate
Grading system and ability groupings. |
Flexible and open-ended, spontaneous,
progresiveness,dialogic context. |
| Fosters dependency, Tell
me what to do and think attitude. |
Self-directed, personal efficacy. |
| Easily forgotten |
Long-term retention. |
| Stifiles creativity and
discourages independent problem-solving and strategy building. |
Yields creative, reflective thought
and promoters critical thinking and independent decision making. |
| Teacher's role as dispenser
and arbiter of knowledge. |
Teacher's role as enabler, facilitator,
stage manager, guide, resource. |