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

Expand Cognitive Capacity 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.

Learning from examples 215 14 157 Learning by doing 495 15 300 Near Transfer Far Learning from examples 215 14 157 Learning by doing 495 15 300 Seconds used Learning Correct Effort Rating Learning from examples 625 62% 5.20 Learning by doing 1406 28% 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 how 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 pattern

#1 Use Worked Examples in Teaching Replace some drilling tasks or practice problems with worked examples Strategies: Try this Leave missing parts in the practice problem or this Insert a question to make the learner 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 textual explanations and auxiliary representations diagrams audio- 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 Visual representation Problem Sub-problem Step 1 Principle/ Rule Step 2 Step 3 Sub-problem Sub-goal Visual representation Aural presentation Sub-problem Sub-problem

#6 Variability for Transfer A simple + A complex example (if time is a constraint) A single example + A set of procedures Example  problem (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 one job-realistic example + clear steps Far Transfer suitable for problem solving tasks several examples different cover stories same underlying principle example example example example

# 8 Sequencing Example 1 Example 1, Practice 1 Example 2, Example 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))