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
Instructional Technique Instructional Analogy
(p. #) Open/Free Discovery
(p. #) Instructional Strategy
(p. #) Inquiry Training (p. #) Adjunct Questions (p.
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- Spring '08
- Educational Psychology, Instructional Technique