Difference between revisions of "Instructional Principles and Hypotheses"

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*[[Feature focusing]]
*[[Feature focusing]]
*[[Optimized Scheduling]] also in r&f  
*[[Optimized scheduling]] also in r&f  
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*[[Knowledge Accessibility]]
*[[Knowledge Accessibility]]
*[[Optimized Scheduling]]  not listed as independent variable
*[[Optimized scheduling]]  not listed as independent variable

Revision as of 16:37, 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


Learning Processes


Cognitive headroom



Sense making

Background and Significance

Dependent Variables

Descendents: Instructional Principles

From Category:Independent Variables

Coordinative Learning

Interactive Communication

Refinement and Fluency




Collaboration scripts

Collaboratively observe

Contiguous Representation

Corrective self-explanation

Deep-level question

Elaborated Explanations


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



Vicarious learning

Worked examples

Annotated Bibliography

Further Information