Difference between revisions of "Focusing"
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Focusing is a kind of instructional [[treatment]] that involves guiding or attracting students attention to target [[knowledge components]] or [[features]] of those knowledge components (see [[feature focusing]]). | Focusing is a kind of instructional [[treatment]] that involves guiding or attracting students attention to target [[knowledge components]] or [[features]] of those knowledge components (see [[feature focusing]]). | ||
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* Focusing student attention on key [[knowledge components]] may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[strength]]. | * Focusing student attention on key [[knowledge components]] may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[strength]]. | ||
| − | * Focusing student attention on relevant [[features]] of knowledge components (and perhaps away from irrelevant features) may help students distinguish the relevant from irrelevant features for retrieving and using knowledge components correctly and with understanding. (See [[feature focusing]]. | + | * Focusing student attention on relevant [[features]] of knowledge components (and perhaps away from irrelevant features) may help students distinguish the relevant from irrelevant features for retrieving and using knowledge components correctly and with understanding. (See [[feature focusing]]). |
[[Category:Glossary]] | [[Category:Glossary]] | ||
| − | [[Category:Independent | + | [[Category:Independent Variables]] |
[[Category:Refinement and Fluency]] | [[Category:Refinement and Fluency]] | ||
Latest revision as of 20:31, 2 September 2011
Focusing is a kind of instructional treatment that involves guiding or attracting students attention to target knowledge components or features of those knowledge components (see feature focusing).
Focusing my enhance robust learning through different learning processes:
- Focusing student attention on key knowledge components may also result in students spending more time during a learning event on a particular knowledge component and thus increase its strength.
- Focusing student attention on relevant features of knowledge components (and perhaps away from irrelevant features) may help students distinguish the relevant from irrelevant features for retrieving and using knowledge components correctly and with understanding. (See feature focusing).
