Elements Within A Course That Require Developing Procedures

Elements Within A Course that Require Developing Procedural vs

Alice Benningfield's discussion explores whether elements within a course that demand the development of procedural versus declarative memory should be delivered in a chronological sequence or separated into distinct stages. She highlights that procedural memory involves unconscious skills, such as riding a bike, whereas declarative memory pertains to factual knowledge about events or information. Radvansky (2011) suggests that, generally, delivering content in a chronological manner is beneficial, especially when aiming for long-term retention. The approach should also consider the nature of the course and whether procedural or declarative memory is more pertinent to the learning objectives.

The rationale behind a chronological delivery is that it allows learners ample time to grasp and internalize information, thereby enhancing understanding and retention. When content is presented sequentially, learners can build cumulative knowledge, which may facilitate better transfer of skills, particularly when procedural skills are involved (Radvansky, 2011). Conversely, separating content into stages might be advantageous for complex topics requiring focused attention on specific memory types, but this may risk fragmented learning if not carefully structured.

Optimal learning outcomes are likely achieved by integrating both approaches—delivering foundational declarative knowledge initially, followed by procedural practice where applicable. This sequence aligns with cognitive load theory and experiential learning models, which emphasize the importance of building knowledge progressively while consolidating skills through practice (Sweller, 1988; Kolb, 1984). For example, learners first acquire factual information about a process and then engage in hands-on activities to develop procedural skills. The timing and sequencing should be guided by the course's objectives, complexity, and learner needs, with a focus on fostering meaningful understanding and durable skills.

In conclusion, a chronological approach to content delivery, especially for long-term mastery, is generally recommended. It enables learners to gradually build and integrate both declarative and procedural knowledge effectively. The decision should, however, be tailored to the specific context of the course and the nature of the content, ensuring that the sequencing maximizes the learning trajectory and proficiency development.

Paper For Above instruction

The organization and sequencing of instructional elements within a course are critical factors influencing effective learning, particularly when distinguishing between procedural and declarative memory development. Understanding how to best structure content delivery to optimize cognitive processing and retention can significantly impact student outcomes. This paper explores whether elements that require the development of procedural versus declarative memory should be presented in a chronological sequence or as separate stages, examining related theoretical frameworks and practical implications for instructional design.

Procedural and declarative memories represent two fundamental types of human memory that serve different cognitive functions. Procedural memory is responsible for unconscious, automatic skills and actions, such as riding a bicycle or typing on a keyboard. It is often developed through repetitive practice and is resistant to forgetting once established (Squire & Kandel, 2009). Declarative memory, on the other hand, involves conscious recollection of facts and events, such as historical dates or vocabulary words (Radvansky, 2011). Both types of memory are essential for comprehensive learning, but their development and reinforcement may benefit from different instructional strategies.

The debate over whether to intersperse procedural and declarative elements chronologically or to separate them into stages hinges on how learners best encode and consolidate knowledge. According to Radvansky (2011), delivery of content should follow a chronological order to facilitate the sequential accumulation of knowledge, which is especially important when seeking long-lasting retention. A coherent sequence allows learners to connect new information with prior knowledge, reinforcing their understanding and skill acquisition over time. For example, in skill-based courses like language learning or physical education, initial declarative knowledge about grammar rules or movement techniques should precede practical application to solidify procedural skills.

Research supports the effectiveness of sequencing instructional content to match the natural progression of cognitive processing. Sweller’s (1988) cognitive load theory emphasizes that learners can process and store information more efficiently when instructional materials are structured to optimize working memory capacity. Presenting declarative information first provides a mental framework that can be expanded through practice to develop procedural mastery. Conversely, placing procedural activities before establishing declarative knowledge may increase cognitive load and impede understanding, as learners struggle to connect actions with underlying concepts.

Furthermore, the nature and complexity of the subject matter influence the optimal sequencing of content. For simple skills, interleaving procedural practice with declarative review might enhance engagement and retention. However, for complex or foundational knowledge, a staged approach—beginning with declarative content followed by guided practice—may be more effective. Kolb’s (1984) experiential learning cycle supports this idea, suggesting that concrete experience (procedural practice) is most beneficial following reflective observation of declarative knowledge.

In practical terms, educators should tailor their sequencing strategies according to learning objectives and learner characteristics. For example, in training programs for technical skills, initial lectures introduce essential facts, theories, or concepts before learners move on to hands-on practice. This approach aligns with many contemporary instructional models, including problem-based learning and competency-based education, which emphasize a deliberate progression from knowledge acquisition to skill mastery (Harden & Stamper, 1999).

To maximize learning rates, an integrated, phased approach is often ideal. Starting with declarative knowledge provides a cognitive scaffold, which can then be consolidated through procedural practice. This sequence not only reinforces understanding but also reduces cognitive overload and enhances retention. Teachers and curriculum designers should consider the complexity and nature of specific content, the cognitive load imposed on learners, and their prior knowledge when planning content delivery sequences.

In conclusion, the evidence suggests that elements requiring the development of procedural and declarative memory are best delivered in a carefully structured, often chronological, sequence. This approach supports the natural progression of learning processes, facilitates the formation of durable long-term memories, and improves overall learning efficiency. While there may be exceptions depending on instructional context, a foundational sequence that emphasizes initial declarative understanding followed by procedural practice generally maximizes learning outcomes.

References

• Harden, R. M., & Stamper, N. (1999). What is a simulator? Medical Education, 33(3), 204-208.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Radvansky, G. A. (2011). Human Memory (2nd ed.). Pearson Allyn & Bacon.
• Squire, L. R., & Kandel, E. R. (2009). Memory: From Mind to Molecules. Oxford University Press.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.