Difference between revisions of "Instructional Principles and Hypotheses"
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[[Refinement and Fluency]] | [[Refinement and Fluency]] | ||
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| + | *[[Active Processing]] | ||
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| + | [[Example-rule coordination]] | ||
*[[Explicit instruction]] | *[[Explicit instruction]] | ||
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| + | *[[Fluency Pressure]] not listed | ||
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| + | *[[Feedback Timing]] not listed | ||
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*[[Focusing]] | *[[Focusing]] | ||
| − | + | *[[Knowledge Accessibility]] | |
| + | *[[Optimized Scheduling]] not listed as independent variable | ||
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| + | *[[Tutoring feedback]] | ||
[[Assistance]] | [[Assistance]] | ||
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[[Error correction support]] | [[Error correction support]] | ||
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[[Treatment]] | [[Treatment]] | ||
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[[Vicarious learning]] | [[Vicarious learning]] | ||
Revision as of 20:30, 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
- Fluency Pressure not listed
- Feedback Timing not listed
- Optimized Scheduling not listed as independent variable
Jointly constructed explanation
Knowledge Construction Dialogues
Learning by worked-out examples
