Difference between revisions of "Instructional Principles and Hypotheses"
| Line 54: | Line 54: | ||
[[Refinement and Fluency]] | [[Refinement and Fluency]] | ||
| + | |||
| + | *[[Explicit instruction]] | ||
| + | |||
| + | *[[Focusing]] | ||
| + | |||
| + | **[[Knowledge Accessibility]] | ||
| Line 78: | Line 84: | ||
[[Example-rule coordination]] | [[Example-rule coordination]] | ||
| − | |||
[[Fading]] | [[Fading]] | ||
| Line 84: | Line 89: | ||
| − | + | ||
[[Implicit instruction]] | [[Implicit instruction]] | ||
Revision as of 20:26, 4 October 2007
Contents
Instructional Principles
In order to display the integration achieved by this form of collaboration, the PSLC maintains a collection of instructional principles. When a set of instructional principles share many terms ... . In most cases a "node" is a single wiki page, but sometimes a node involves several wiki pages.
In order to more clearly display the integration, each node contains:
- Statement of principle
- Conditions of application
- Experimental support
- Lab
- In vivo
- Theoretical rationale
- Caveats, limitations, open issues, or dissenting views
- Variations (descendents)
- Generalizations (ascendants)
- References
Abstract
Learning Processes
Background and Significance
Dependent Variables
Descendents: Instructional Principles
From Category:Independent Variables
Jointly constructed explanation
Knowledge Construction Dialogues
Learning by worked-out examples
