Difference between revisions of "Focusing"

From LearnLab
Jump to: navigation, search
m (Reverted edits by Shelaybarra (Talk); changed back to last version by Koedinger)
 
(5 intermediate revisions by 2 users not shown)
Line 1: Line 1:
Instruction that focuses the learner's attention on valid cues or [[features]] should lead to more robust learning than unfocused instruction or instruction that focuses on less valid cues or [[features]].
+
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 instruction may help students to learn [[knowledge components]] with higher [[feature validity]].
+
Focusing my enhance robust learning through different learning processes:
  
Focusing 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]]).
  
  
 
[[Category:Glossary]]
 
[[Category:Glossary]]
[[Category:Learning Process]]
+
[[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 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).