Declarative, Procedure and Conditional Knowledge Declarative knowledge According to Brown, A. L. (1987), this includes any discussants’ precise knowledge of him/herself (i.e. cognitive and affective elements) in learning discussions, and knowledge of appropriate strategies to the context. It relates to any discussants’ strengths, weaknesses, interests and feelings in line with learning participation. This is because it compromises knowledge strategies to elicit reactions and responses as may be expected from other discussants.
It stipulates or gives directives on how to perform tasks or procedures i.e. relating to leadership (Hoy, A., & Hoy, W.K., 2009). It varies from the simple (i.e. having the skills to give feedbacks to any questions) to more complex knowledge (i.e. of being knowledgeable in alternate perspective presentations). However, what any discussant needs to know is that performing tasks may likely vary with regards to the context under discussion, on the instructors’ requirements or on the course. For instance, an instructor may require his/her discussants to know of how to do excel which accurately reflect critical thinking while the requirements may not be in existence for other discussions.
Conditional knowledge involves having skills that are relevant in determining contexts and conditions under which the correct use of declarative and procedural knowledge are applicable in any learning environments. For example, this type of knowledge denotes relevant skills of the situations within which elicit a feedback from another, or when it is necessary to brainstorm and when a careful thought of presentation is most preferred. and knowledge of when one has perfectly learnt or conditions aiding the making of effective posts (Hoy, A., & Hoy, W.K., 2009).
Hoy, A., & Hoy, W.K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd Ed.). Boston, MA: Pearson Education
Brown, A. L. (1987). Metacognition and other mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.