Difference between revisions of "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