HCD.6.1:4 - Solution

Design a contrast around what the learner must notice and what that distinction changes in the work. Then use the learner’s response to adjust the contrast, support or next task.

HCD.6.1:4.1 - Identify the contribution and make it accessible

State the action that needs the distinction and the condition that makes a different action appropriate. Use HCD.3 when the current difficulty could instead arise from inaccessible information, unfamiliar terminology, an execution difficulty or another limiting contribution.

Choose an encounter the learner can enter with available capabilities and support. An existing recording, demonstration, manipulable model or ordinary work episode may suffice. A physical practice needs its own competent design and operating conditions; this pattern supplies no exercise prescription for an unfamiliar or risky movement.

Separate the target experience from the preliminary actions used to make it noticeable. If a demonstration includes preparation, tell the learner what that preparation supplies and when later work would need it. The entire demonstration sequence need not become part of the skill.

HCD.6.1:4.2 - Construct a contrast that reveals the distinction

Arrange examples or successive states so that the relevant difference can be encountered. Keep distracting differences limited when they would make the first comparison uninterpretable. For a temporal feature, retain the change and the reference needed to locate it; a picture of the endpoint may lose the target.

Ask for an action that reveals what the learner noticed: point to the changed part, mark an interval, sort the cases, choose a continuation, or demonstrate the difference. A learner need not first possess the expert’s vocabulary to make that contribution.

Use the initial response to distinguish plausible difficulties. If the learner notices the contrast but uses another name, connect the name to the already available distinction. If they select by an incidental cue, vary that cue. If the signal is inaccessible, repair access. If the target itself remains unclear, improve the demonstration or explanation.

HCD.6.1:4.3 - Connect the noticed difference to its use

Show what changes because of the distinction. Let the learner make that next move with support appropriate to the present purpose. HCD.9 supplies usable feedback and correction; a score alone does not show what to change.

For human experience, the teacher can arrange conditions and ask what the learner notices. The learner’s account may differ from the teacher’s wording. Judge the discrimination needed for the work through the relevant response and conditions. The method does not require identical private sensations in two people.

Keep recognition and performance distinguishable. A dancer may recognize that balance was lost while lacking the coordination to prevent it. A learner may correctly locate a sound’s release while being unable to reproduce it on an instrument. Those are useful diagnostic results, not reasons to repeat the same explanation indefinitely.

HCD.6.1:4.4 - Change incidental features and then combine contributions

Keep the target relation while changing a feature that could have become an unintended cue. Alternatively, change the target while preserving that cue. The learner’s response now helps locate what was learned from the first task.

Once the relevant distinctions are accessible, combine those needed together in the encompassing work. HCD.6 prepares sufficiently whole tasks; HCD.10 selects variation and support changes from their purpose. One-at-a-time contrast is a teaching option, not a claim that real work contains only one changing feature.

Choose the next comparison from an actual confusion when one is available. Additional comparisons are useful when they reveal or correct a difference that matters. They need not fill every practice episode.

HCD.6.1:4.5 - Decide what the attempt supports and continue

Keep what the learner did, the relevant conditions and any help that supplied the answer recoverable at the grain needed by the next decision. This can be a short note within the existing practice account.

Continue with correction, another contrast, less or different help, or combination in the whole task according to the response. Stop when the present purpose is served. HCD.11–HCD.13 address stronger performance, transfer and retention claims when those claims are needed.

A successful first response supports that response under those conditions. A teacher’s chosen contrast remains a design proposal until its use is observed. Neither repetition count nor the presence of all task sections demonstrates the capability.