Difference between revisions of "Instructional Principles and Hypotheses"

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[[Coordinative Learning]]
 
[[Coordinative Learning]]
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*[[Error correction support]]
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*[[Example Rule Coordination]]
  
 
*[[Feature focusing]]
 
*[[Feature focusing]]
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*[[Optimized Scheduling]] also in r&f
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*[[Personalization]]
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*[[Prompting]]
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*[[Tutoring feedback]] also in r&f
  
 
*[[Visual-verbal integration]]
 
*[[Visual-verbal integration]]
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*[[Optimized Scheduling]]  not listed as independent variable
 
*[[Optimized Scheduling]]  not listed as independent variable
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*[[Tutoring feedback]]
 
*[[Tutoring feedback]]
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[[Elaborated Explanations]]
 
[[Elaborated Explanations]]
 
[[Error correction support]]
 
 
 
  
  
 
[[Fading]]
 
[[Fading]]
 
 
 
 
  
 
[[Implicit instruction]]
 
[[Implicit instruction]]
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[[Peer tutoring]]
 
[[Peer tutoring]]
  
[[Personalization]]
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[[Post-practice reflection]]
 
[[Post-practice reflection]]
  
[[Prompting]]
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[[Reflection questions]]
 
[[Reflection questions]]
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[[Treatment]]
 
[[Treatment]]
 
  
  
 
[[Vicarious learning]]
 
[[Vicarious learning]]
 
  
  

Revision as of 16:36, 4 October 2007

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:

  1. Statement of principle
  2. Conditions of application
  3. Experimental support
  4. Lab
  5. In vivo
  6. Theoretical rationale
  7. Caveats, limitations, open issues, or dissenting views
  8. Variations (descendents)
  9. Generalizations (ascendants)
  10. References

Abstract

Learning Processes

Co-training

Cognitive headroom

Integration

Refinement

Sense making

Background and Significance

Dependent Variables

Descendents: Instructional Principles

From Category:Independent Variables


Coordinative Learning


Interactive Communication



Refinement and Fluency


Assistance

Availability

Collaboration

Collaboration scripts

Collaboratively observe

Contiguous Representation

Corrective self-explanation

Deep-level question

Elaborated Explanations


Fading

Implicit instruction

Instructional explanation

Instructional method

Instructional schedule

Jointly constructed explanation

Knowledge Construction Dialogues

Learning by worked-out examples

Learning event scheduling

Peer tutoring


Post-practice reflection


Reflection questions

Scaffolding

Treatment


Vicarious learning


Worked examples


Annotated Bibliography

Further Information