Linking cognitive learning theory to instructional prescriptions

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.