EXD.5:1 - Problem frame

Use this pattern when an instructional purpose requires the recipient to construct and use an explanation: connect a worked step to a principle, explain an error, map a diagram or show how an operation follows. The learner’s own verbal, visual or enacted product can reveal a relation that passive acknowledgement leaves unknown.

Begin with the relation the learner should make explicit and the product that would display it. Give a focused prompt with assistance appropriate to the task. The first useful result is the learner’s product, any supported correction and the assistance still needed.

A recipient who only needs an available fact or the grounds for advice may need no learning exercise. Select generation because its result can serve the receiving purpose.