This page is temporary. It will be replaced with links to the individual definitions. All these definitions are temporary. Better definitions should be given.
- direct instruction
- Problem solving: A procedural task in which students are required to solve given problems.
- Comparing sets
- Invention task
- 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)
- 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.
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.
- 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.