Thank you Carol, one of our RTM mentors, for pointing out this interesting article on the impact of instruction styles on learning. Excerpt:

“In one experiment, a child and a researcher each pulled down a lever on a toy jack-in-the-box, which produced two ‘jacks’ emerging from the top. Because the child could not tell if she caused the action or the researcher did, the information was confounded. If a new toy was introduced, the child would return to the familiar toy to keep working on the problem. In contrast, if a child was the only one to pull down the lever to produce the double jacks, the cause and response was clear. When a new toy was introduced, this child would go for the novel new toy. The first child, who persisted with the first toy, was more likely to find new features on the original toy and develop a deeper understanding of its functions.

This article is a wonderful reminder for all of us that it is better for the student to discover rather than have the answers handed to them!



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