HCD.6.1:1 - Problem frame

Use this method when a learner can hear a term or follow a direction but cannot yet notice the difference on which the action depends. “Listen to the release,” “notice the waiting time” or “use the other method when this relation changes” may be meaningful to the teacher while leaving the learner without something they can recognize.

Construct an encounter in which that difference becomes accessible. Help the learner attend to it, use it and recognize it when incidental features or support change. The first result is a practice task and a learner response that can guide the next attempt. Learning, retention and transfer require observations suited to those further claims.

The target distinction must come from the relevant practice. If the teacher cannot yet explain or demonstrate it, recover that subject contribution first. If the learner already notices it reliably but cannot perform the required action, address that action or its coordination rather than repeat recognition exercises.