Difference between revisions of "General Concepts First"
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{{Infobox_designpattern | {{Infobox_designpattern | ||
|image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | |image= <!-- Provide the filename of the image to be displayed (e.g., Design_pattern.png) --> | ||
|contributor= | |contributor= [[Astrid Fricke]], [[Markus Völter]] | ||
|source= Fricke and Völter (2000)<ref name="Fricke2000">Fricke, A., & Völter, M. (2000). SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively. In Proceedings of the 5th European Conference on Pattern Languages of Programs | |source= Fricke and Völter (2000)<ref name="Fricke2000">Fricke, A., & Völter, M. (2000). [http://www.voelter.de/data/pub/tp.pdf SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively.] In ''Proceedings of the 5th European Conference on Pattern Languages of Programs (EuroPLoP 2000)'' (pp. 87-128). New York:ACM.</ref> | ||
|dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | |dataanalysis= <!-- If applicable, list of data analyses used for mining the pattern separated by a " , "comma --> | ||
|domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | |domain= <!-- Learning domain the design pattern belongs to (e.g., General, Math, Algebra) --> | ||
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}} | }} | ||
Start with teaching the general concepts, so that students can remember new, more detailed topics taught later more easy as they can associate these topics with the previously learned general concepts. | Start with teaching the general concepts, so that students can remember new, more detailed topics taught later more easy as they can associate these topics with the previously learned general concepts. In some cases it’s better to start with concrete examples<ref name="Fricke2000"/>. | ||
==Context== | ==Context== | ||
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==Related patterns== | ==Related patterns== | ||
Similarities with {{Patternlink|Abstraction Gravity-From High to Low}} and {{Patternlink|Early Bird}}. | |||
==Example== | ==Example== | ||
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<references/> | <references/> | ||
[[Category:Design_patterns]] <!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | [[Category:Design_patterns]] [[Category:Patlet]] [[Category:Seminar Pedagogical Design Patterns]] [[Category:Traditional Classroom]]<!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | ||
Latest revision as of 14:04, 15 May 2017
| General Concepts First | |
| Contributors | Astrid Fricke, Markus Völter |
|---|---|
| Last modification | May 15, 2017 |
| Source | Fricke and Völter (2000)[1] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Start with teaching the general concepts, so that students can remember new, more detailed topics taught later more easy as they can associate these topics with the previously learned general concepts. In some cases it’s better to start with concrete examples[1].
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Similarities with Abstraction Gravity-From High to Low and Early Bird.
Example
References
- ↑ 1.0 1.1 Fricke, A., & Völter, M. (2000). SEMINARS: A Pedagogical Pattern Language about teaching seminars effectively. In Proceedings of the 5th European Conference on Pattern Languages of Programs (EuroPLoP 2000) (pp. 87-128). New York:ACM.