Practise a skill in the real situations you will meet
Practise a skill in the kinds of situations you will actually meet, not only the one where you first learned it.
なぜ効果があるのか
Lectica states that skills do not typically transfer well from one context to another, and that learners need to practise in contexts similar to the ones they will encounter in life. Practising in the situations you actually meet follows that advice. Lectica’s recommendation is for similar contexts, so this page does not extend it to unrelated settings.
やり方
- Name the situations you will actually meet where you need this skill.
- Practise the same task once in each, keeping the task itself the same.
- Note what changed in your performance from one setting to the next.
- Repeat in the setting you find hardest, and compare it with your first setting.
エビデンス
Lectica states that skills do not typically transfer well between contexts, and that learners should practise in contexts similar to the ones they will encounter. The transfer claim is Lectica’s; the practice is this page’s application. (mechanistic)
No training study of this practice was checked for this page; the benefit is this page’s inference from Lectica’s transfer claim.
出典
よくある間違い
Assuming that because you can do something in one setting you can do it everywhere, and being surprised when a new room undoes it.
IX Coach でこれを実践する
Dynamic Skill Theory: Development Built Context by Context の実践法をもっと見る
- Name the context a skill belongs to
Write down the situation in which a skill works, because the skill is tied to that situation.
- Compare what you do with help and what you do alone
Find the level you reach with good support and the level you reach without it, then work in the gap between them.
- Let different skills sit at different levels at once
Accept that one part of you can be advanced while another is still forming, and work on each one separately.
- Expect a skill to slip under stress and plan for it
Expect that a skill may drop under pressure, and plan the support for that moment.
- Build the emotional and meaning side of a skill, not only the action
Pay attention to what you feel and what the skill means to you, because both are part of the skill you are building.
- Ask what support the situation is giving you right now
Before judging your performance, name the people, tools, and cues the situation is supplying.
関連する概念
- 発達の最近接領域:自分の本当の限界で学ぶ
一人でできることと、導きがあればできることとの間のギャップを狙う
- Lines of Development: Why People Grow Unevenly
Why the same person can be mature in one part of life and young in another, and how to work with it
- Vertical Development Practices: How Adults Grow, Not Just Add Skills
Heat, colliding perspectives, and sense-making — and what the research can and cannot promise
- スキャフォールディング:一時的な学習支援の技術
一時的な支援構造がどのように発達を加速させ、いつそれを取り除くべきか