Instructional Principles and Hypotheses

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Instructional Principles

The PSLC maintains a collection of instructional principle pages. Each instructional principle page should be structured with the following headers:

  1. Brief statement of principle
  2. Description of principle
    1. Operational definition
    2. Examples
  3. Experimental support
    1. Laboratory experiment support
    2. In vivo experiment support
  4. Theoretical rationale (these entries should link to one or more learning processes)
  5. Conditions of application
  6. Caveats, limitations, open issues, or dissenting views
  7. Variations (descendants)
  8. Generalizations (ascendants)
  9. References

Descendants: Instructional Principles

From Category:Independent Variables

In all Clusters

Coordinative Learning

Interactive Communication

Refinement and Fluency

Unclassified Assistance Availability Contiguous Representation Deep-level question Elaborated Explanations Fading Implicit instruction Instructional method Instructional schedule Jointly constructed explanation Knowledge Construction Dialogues Learning by worked-out examples Learning event scheduling Peer tutoring Reflection questions Scaffolding Worked examples


You can copy the following into an instructional principle page you want to edit and then insert existing text into appropriate sections and add text in other sections.

==Brief statement of principle==
==Description of principle==
===Operational definition===
==Experimental support==
===Laboratory experiment support===
===In vivo experiment support===
==Theoretical rationale== 
(These entries should link to one or more [[:Category:Learning Processes|learning processes]])
==Conditions of application==
==Caveats, limitations, open issues, or dissenting views==
==Variations (descendants)==
==Generalizations (ascendants)==

Learning Processes


Cognitive headroom



Sense making