Comments to Chapter 9

er 10
All teachers know how import is to give a good example to explain a concept or any other complex bit of information. Chapter number 10 is about how to move from a full worked example to a practice problem.
When a teacher describe step by step how to perform a task or to solve a problem, he is applying a worked example methodology. Nevertheless, this technique has some limitations. Students usually tent to ignore the steps and them they will not archive his learning objectives. This phenomenon is known as “expertise reversal effects,” and that mean that the new knowledge adds no value. Worked example has five principles:
• Transition from worked examples to full problems via fading.
• Include self-explanation questions with you worked examples.
• Supplement worked examples with effective explanations.
• Apply the multimedia principles to the design of your examples.
• Support learning transfer thought effective design of context of worked examples.
I considered that the best idea of this chapter is how to move students from a worked example to a practice problem. While this process, students will learn how to self-explain each step of a worked example. That mean, the learner is able to identify the principle that supports each step of a worked example.
I want to underline some recommendations to be applying while we are designing worked examples. It is very important to provide details explanations, make explanations shorter, explain the connections between the steps, and apply the contiguity principle. At the moment of design a multimedia materials, It is very important to provide relevant visual illustrations, use audio to present steps, use self-explanations questions, avoid words in both text and audio, and allow learns to access each piece of information at their own pace.
The application of these ideas will reduce the student frustration. Learners could gain self-confidence if they are capable to self-explain their learning process.