View source for Category:IPL

This page is temporary. It will be replaced with links to the individual definitions. 
All these definitions are temporary. Better definitions should be given.

Activities:
* direct instruction: -Relevant knowledge explicitly delivered to students. Can include both procedural (cookbook) and conceptual components. 
** Classroom instruction: mediated by the teacher
** Written instruction: Embedded within test or HW. Often includes a [[Worked examples]] component.
* Problem solving: A procedural task in which students are required to solve given problems. 
* Comparing cases: A task in which students are asked to compare several given sets of data with regard to some property.
** Contrasting cases: The sets differ on deep features
** Isomorphic cases: The sets differ on surface features
* Invention task: A task in which students are asked to develop a model for calculating a property of the data. 
* Practice: an opportunity to apply previously instructed material to solve problems, compare cases, or other tasks.
* Invention as Preparation for Learning (IPL): a structured and scaffolded invention activity, possibly with feedback, based on sets of contrasting cases, followed by direct instruction and practice. 
** Design: a stage in IPL in which students are asked to design a new method
** Evaluation: a stage in IPL in which students are asked to evaluate a model.
** Debug: a stage in IPL in which students are asked to debug an existing faulty solution (whether originally designed by them or given to them)

Cognitive processes:
* Preparation for future learning: a mental process in which produces changes in knowledge that yields better learning from subsequent instruction.
** Near Future Learning: Preparation to learn from subsequent instruction on a pre-motivated task (that is, students have been exposed to a similar task earlier, for example, during an invention phase)
** Far Future Learning: Preparation for learning from instruction on an un-motivated problem which shares deep features with the preparing activity.
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Types of knowledge
* Procedural: High procedural knowledge allows for fluency when faced with familiar tasks
* Conceptual: High conceptual knowledge allows for flexibility and innovation when faced with novel tasks.

Assessment
* [[Accelerated future learning]] (AFL): a measure of learning from instruction that follows the intervention
* Transfer: a measure of performance on novel problems that share deep features with the previously learned material.
AFL and Transfer are similar, only that the AFL includes also relevant instruction.
* [[Procedural tasks]]
* [[Conceptual tasks]]