Difference between revisions of "Instructional Principles and Hypotheses"

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From [[:Category:Independent Variables]]
 
From [[:Category:Independent Variables]]
  
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In all Clusters
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*[[Tutoring feedback]]
  
 
[[Coordinative Learning]]
 
[[Coordinative Learning]]
  
*[[Error correction support]]
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*[[Error correction support]] also in ic
  
 
*[[Example Rule Coordination]]
 
*[[Example Rule Coordination]]
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*[[Prompting]]
 
*[[Prompting]]
  
*[[Tutoring feedback]] also in r&f
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*[[Visual-verbal integration]]
 
*[[Visual-verbal integration]]
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[[Interactive Communication]]
 
[[Interactive Communication]]
  
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*[[Collaboration]]
  
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*[[Collaboration scripts]]- my guess that this is the correct spot
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*[[Collaboratively observe]]- my guess that this is the correct spot
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*[[Error correction support]]
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*[[Post-practice reflection]] - my guess that this is the correct spot
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*[[Vicarious learning]]
  
  
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*[[Optimized scheduling]]  not listed as independent variable
 
*[[Optimized scheduling]]  not listed as independent variable
 
  
 
*[[Tutoring feedback]]
 
*[[Tutoring feedback]]
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[[Availability]]
 
[[Availability]]
  
[[Collaboration]]
 
 
[[Collaboration scripts]]
 
 
[[Collaboratively observe]]
 
  
 
[[Contiguous Representation]]
 
[[Contiguous Representation]]
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[[Elaborated Explanations]]
 
[[Elaborated Explanations]]
 
  
 
[[Fading]]
 
[[Fading]]
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[[Post-practice reflection]]
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[[Vicarious learning]]
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Revision as of 16:41, 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

In all Clusters

Coordinative Learning



Interactive Communication


Refinement and Fluency

Assistance

Availability


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




Reflection questions

Scaffolding

Treatment



Worked examples


Annotated Bibliography

Further Information