Difference between revisions of "General Concepts First"
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|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). [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> | |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> | ||
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Revision as of 13:43, 15 March 2017
| General Concepts First | |
| Contributors | Astrid Fricke, Markus Völter |
|---|---|
| Last modification | March 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.