Using Worked Examples Dr Mok Y F What

Using Worked Examples Dr. Mok, Y. F.

What are Worked Examples ? A step-by-step demonstration of how to perform a task or solve a problem Reduce load in working memory Efficient for learning new tasks

Learning by Worked Example Present A Problem Work Out The Solutions Explain • why various steps are taken • the rationale for the steps Attain the principles & steps in solving new problems

Advantages Aid Transfer Reduce Effort Lessen Time Reduce Cognitive Load Form Automation Expand Cognitive Capacity

Amazing Result! Zhu and Simon (1987) : Worked examples could replace conventional classroom teaching. A 3 -year math course was completed in 2 years by emphasizing worked examples.

Near Far Learning Transfer Learning from examples 215 14 157 Learning by doing 495 15 300 Seconds used Learning Correct Learning from examples 625 62% Learning by doing 1406 28% Effort Rating 5. 20 6. 10 Mayer (2003) adapted from Cooper & Sweller (1987) & Paas & van Merrienboer (1994)

Worked Examples : How • Include a problem statement • A procedure for solving the problem • Show other similar problems might be solved • Show an expert’s solving model for studying • Step-by-step solutions • Include auxiliary representations of the problem (e. g. diagrams) • Purpose: to illustrate a principle or

#1 Use Worked Examples in Teaching Replace some drilling tasks or practice problems with worked examples Strategies: Try this or this Insert a question to make Leave missing parts the learner in the practice problem to study the example

#2 Include Elaborated Procedures Percent correct on transfer test Short version 25% Elaborated version 69% Mayer (2003) adapted from Reed, Dempster, & Ettinger (1985)

#3 Minimize Cognitive Load Use R textual explanations and R auxiliary representations audio- diagrams graphics

#4 Chunking • Break into sub-problems • Build clear steps for each sub-problem • The steps should point to a subgoal • Affix a label / annotation to the subgoal (or visually isolate the subgoal to make it outstanding) Catrambone & Holyoak, 1990

#5 Explain Underlying Principle • Explain underlying goal structure • Develop useful generalizations • Help learners to modify old method rather than applying it without adaptation

Basic Model of Worked Example Sub-problem Step 1 Step 2 Step 3 Principle/ Rule Sub-problem Sub-goal Worked Problem Sub-problem Visual representation Aural presentation

#6 Variability for Transfer A simple + A complex example (if time is a constraint) Example problem A single example + A set of procedures (more examples with varying surface stories are good for variability) Reed & Bolstad, 1991

#7 Near Vs. Far Transfer Near Transfer Far Transfer suitable for procedural tasks suitable for problem solving tasks example • one job-realistic example + • clear steps example • several examples • different cover stories • same underlying principle

# 8 Sequencing Example 1 Practice 1 Example 2 Practice 2 Example 1, Example 2, Example 3, Practice 1, Practice 2, Practice 3, Example 3 Practice 3 alternating is better than blocked Trafton & Reiser, 1993

# 9 Generalizing • Plan a series of worked examples • Each illustrates a key feature • Students immediately work on similar problems • Progressively illustrate a key dimension

# 10 Lesson Design Good for new tasks and novice learners. First sessions: • study worked examples • do practice-based problems Later sessions: • solve problems with principles learned, not the procedures

References The guidelines are adapted from Clark & Mayer (2003) Atkinson, Derry, Renkl, & Wortham (2000))