p scaffolding p total task training spatialsemantic

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: he learning activities (Malone & Lepper, 1987). This can be done in a number of ways. During guided practice, for example, students can select whether they want to work alone or with other students. You could also provide a variety of learning stations or centers for students to practice what they are learning. In 73 problem-based learning, students can select the part of a problem they want to research, or the method they would like to use to communicate their results. Suchman’s idea of the discrepant event can be used effectively to generate surprise and curiosity, and can be used both with a direct instruction and inquiry approach. For example, you could introduce your lesson with a discrepant event, and then inform students that today’s lesson will help them make sense of what they have just observed. Chapter Study Guide Key Terms Instructional Technique Instructional Analogy (p. #) (p. #) Open/Free Discovery (p. #) Instructional Strategy (p. #) Inquiry Training (p. #) Adjunct Questions (p. #) Educatio...
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online