MDPE.Application:5.3.5 - Separate recoverable structure from acquired capability
C.2.8 characterizes selected structure extractable from an expressed episteme through its publication form by a specified observer under stated conditions. It can be used for a MethodDescription: which branches, dependencies or reasons the reader correctly recovers, with what preparation, accessible help and budget.
Applying the Method is another result. A reader may recover the instruction for response timing without acquiring the coordination needed to enact it. A skilled performer may already enact a relation that they cannot yet explain from the supplied description. Better access to an expert may make an operation obtainable without transferring it to the receiving person.
For the current learning question, name the particular relations and operations being acquired. Keep the evidence at the resolution that changes the instructional decision:
| Selected contribution | Evidence about understanding | Evidence about receiving performance | Possible repair |
|---|---|---|---|
| Identify when the partner’s cue calls for a response | The learner distinguishes a cue from a coincidental movement in the supplied examples | The learner notices it during the relevant interaction | Improve the contrast or observation conditions before adding sequence difficulty. |
| Choose a continuation or a pause | The learner can explain the branch in a changed example | The learner selects an appropriate branch with the actual partner | Practice the decision at an attainable pace; check what help is being supplied. |
| Coordinate the response in time | The learner recovers the timing relation | The response occurs within the local receiving criterion | Develop coordination or change support; another verbal explanation alone may be insufficient. |
| Adapt after an unfamiliar response | The learner reconstructs why the original continuation no longer fits | A changed partner or condition yields a usable recovery | Work on the missing adaptation and return to the whole interaction. |
The table is an optional explanation of the gap. It is not a universal scale, required student record or diagnosis from a single failure. Select the contributions that matter to the particular use.