Instructional Principles and Hypotheses

Instructional Principles

The PSLC maintains a collection of instructional principle pages. Each instructional principle page should be structured with the following headers:

1. Brief statement of principle
2. Description of principle
3. Experimental support
   1. Laboratory experiment support
   2. In vivo experiment support
4. Theoretical rationale (these entries should link to one or more learning processes)
5. Conditions of application
6. Caveats, limitations, open issues, or dissenting views
7. Variations (descendants)
8. Generalizations (ascendants)
9. References

Descendants: Instructional Principles

From Category:Independent Variables

In all Clusters

• Tutoring feedback

Coordinative Learning

• Example-rule coordination
• Visual-verbal integration
• Self-explanation - listed as "prompted self-explanation" in matrices
  • Corrective self-explanation
• Feature focusing

Interactive Communication

• Collaboration
• Collaboration scripts
• Collaboratively observe
  • Vicarious learning
• Deep/Reflection questions
  • Post-practice reflection
• Instructional explanation
• Self-explanation -- listed as "prompted self-explanation" in matrices

Refinement and Fluency

• Active Processing
• Error correction support
• Explicit instruction
• Fluency Pressure not listed
• Feedback Timing not listed
• Feature Focusing
• Knowledge Accessibility
• Optimized scheduling not listed as independent variable
• Tutoring feedback

Unclassified Assistance Availability Contiguous Representation Deep-level question Elaborated Explanations Fading Implicit instruction Instructional method Instructional schedule Jointly constructed explanation Knowledge Construction Dialogues Learning by worked-out examples Learning event scheduling Peer tutoring Reflection questions Scaffolding Worked examples

Learning Processes

Co-training

Cognitive headroom

Integration

Refinement

Sense making