Using Worked Examples

1. Using Worked Examples Dr. Mok, Y.F.

2. 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

3. 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

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

5. 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.

6. Seconds used Mayer (2003) adapted from Cooper & Sweller (1987) & Paas & van Merrienboer (1994)

7. 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

8. #1 Use Worked Examples in Teaching Replace some drilling tasks or practice problems with worked examples Strategies: Leave missing parts in the practice problem Try this Insert a question to make the learner to study the example or this

9. #2 Include Elaborated Procedures Percent correct on transfer test Mayer (2003) adapted from Reed, Dempster, & Ettinger (1985)

10. #3 Minimize Cognitive Load Use • textual explanations and • auxiliary representations diagrams audio- graphics

11. #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

12. #5 Explain Underlying Principle • Explain underlying goal structure • Develop useful generalizations • Help learners to modify old method rather than applying it without adaptation

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

14. #6 Variability for Transfer A simple + A complex example (if time is a constraint) A single example + A set of procedures Example  problem Example  problem Example  problem Example  problem (more examples with varying surface stories are good for variability) Reed & Bolstad, 1991

15. #7 Near Vs. Far Transfer • Far Transfer • suitable for problem solving tasks • several examples • different cover stories • same underlying principle • Near Transfer • suitable for procedural tasks • one job-realistic example • + • clear steps example example example example

16. # 8 Sequencing Example 1, Example 2, Example 3, Practice 1, Practice 2, Practice 3, Example 1 Practice 1 Example 2 Practice 2 Example 3 Practice 3 alternating is better than blocked Trafton & Reiser, 1993

17. # 9 Generalizing • Plan a series of worked examples • Each illustrates a key feature • Students immediately work on similar problems • Progressively illustrate a key dimension

18. # 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

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