CHAPTER OUTLINE

  • Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments
  • Psychological Reasons for the Segmenting Principle
  • Evidence for Breaking a Continuous Lesson into Bite-Size Segments
  • Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts
  • Psychological Reasons for the Pretraining Principle
  • Evidence for Providing Pretraining in Key Concepts

Chapter 10

Applying the Segmenting and Pretraining Principles

Managing Complexity by Breaking a Lesson into Parts

WHAT’S NEW IN THIS CHAPTER?

IN SOME OF THE PREVIOUS CHAPTERS you learned how to reduce extraneous processing (that is, processing caused by poor instructional design), by eliminating extraneous words and pictures (Chapter 8), by placing ...

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