Whole‐Part‐Whole Learning Model
作者:
Richard A. Swanson,
Bryan D. Law,
期刊:
Performance Improvement Quarterly
(WILEY Available online 1993)
卷期:
Volume 6,
issue 1
页码: 43-53
ISSN:0898-5952
年代: 1993
DOI:10.1111/j.1937-8327.1993.tb00572.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
ABSTRACTThe Whole–Part–Whole (WPW) Learning Model goes beyond the present holistic, behavioristic, wholepart, and part–whole learning models. The WPW Learning Model purports that there is a natural whole–part–whole rhythm to learning.Through the “first Whole,” the Model introduces new content to learners by forming in their minds the organizational framework required to effectively and efficiently absorb the forthcoming concepts into their repertoire of expertise. The supporting expertise and component behaviors are then developed in the classical behavioristic style of instruction found in the “Parts” aspect of the WPW Learning Model. After learners have successfully achieved the performance criteria for the individual “Parts,” or components within the whole, the instructor links these parts together, thus forming the “second Whole.” The whole–part–whole learning experience provides the learner with the complete understanding of the content at various levels of performance and allows for higher order development.The WPW Learning Model can be considered systematic on several counts. One is that the model can be utilized from initial program design to real–time (just in time) instructional adjustm
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