Difference between revisions of "General Concepts First"
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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== | ||
Revision as of 07:30, 29 July 2016
| General Concepts First | |
| Contributors | |
|---|---|
| Last modification | July 29, 2016 |
| 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.