Difference between revisions of "Feedback, error diagnosis, and remediation"
Jump to navigation
Jump to search
(Created page with "A good teacher/tutor should quickly give feedback on the quality of student contributions. When a student makes an error, the teacher/tutor should identify the error, correct...") |
m (Protected "Feedback, error diagnosis, and remediation" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]) |
||
(One intermediate revision by the same user not shown) | |||
Line 1: | Line 1: | ||
A good teacher/tutor should quickly give feedback on the quality of student contributions. When a student makes an error, the teacher/tutor should identify the error, correct the error, diagnose the misconception that explains the error, and rectify the misconception.<ref name="graesser1995collaborative">Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.</ref> | A good teacher/tutor should quickly give feedback on the quality of student contributions. When a student makes an error, the teacher/tutor should identify the error, correct the error, diagnose the misconception that explains the error, and rectify the misconception.<ref name="graesser1995collaborative">Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.</ref> | ||
[[Category:Explainer_moves]] | |||
==Notes== | |||
<references/> |
Latest revision as of 18:43, 3 March 2022
A good teacher/tutor should quickly give feedback on the quality of student contributions. When a student makes an error, the teacher/tutor should identify the error, correct the error, diagnose the misconception that explains the error, and rectify the misconception.[1]
Notes
- ↑ Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.