In this article you will learn about the didactical framework which is crucial for qualitative content. The didactical triad consists of the three dimensions Topic Folder, Instruction and Assessment (short TIA). Every dimension should be taken into account when contributing content. It's not a must and not meaningful for ever format to follow every bullet point, the framework illustrates an assistance.

Description of dimensions

Topic Folder

  • Current age and knowledge of the student: Consider age-appropriate language and the preknowledge of the student.
  • Related topic folder: Try to assign your content to the fitting topic folder (Note: Sometimes it's challenging to assign content to only one folder, choose the folder that seems approriate)
  • Links to other content: Use links to other content to improve the associative learning
  • Learning goal: Define a specific goal to make a directed effort to learning (e.g. at the end of the session the student can solve simple logarithmic equations)
  • Competence addressed: Define a specific competence you want to address (e.g. basic calculations with logarithmic laws)

Instruction

  • Authentic problem as challenge: Model a problem in the beginning which can be solved in the end with the application of the learned content (problem-based learning)
  • Support information: Promote important information at the beginning of the content when concepts and skills are being first introduced
  • Motivate the student: Try to produce content which involves the student
  • Scaffolding: Remove assistance gradually in advanced content to foster deeper learning
  • Optimal learning format: Choose an approriate learning format depending on structure and assistance you want to provide

Assessment

  • Difficulty level: Content is structured from simple to complex – demand a meaningful performance
  • Knowledge transferable: The learned knowledge can be used in different contexts (avoid inert knowledge)
  • Exercise and content fit together: The assessment is coined to the content and vice versa (also consider content by other authors)
  • Competence 'develops': Do you think that your content efficiently contributes to the competence development?

Examples

Positive example

Mr. Riedel is a proficient math teacher and wants to contribute his expertise
T: He wants to create content in the topic folder “exponential growth” for 10th graders (Gymnasium, Bavaria). He knows that students should know the basics about functions like zeroing , asymptote etc. and how to handle potency. He also knows that the students learn the topic in context of logarithmic laws. Consequently, his learning goal is to foster the understanding when to and how to use logarithmic laws.
I: He thinks about a authentic problem in a domain which can be solved with logarithmic laws. The C-14 method comes him to mind, where the C-14 atoms decay is measured in dead organisms to determine the age (e.g. mummies, turin shroud). He can imagine that students find the connection to physics and chemistry interesting. Furthermore, he chooses the learning format exercise because the focus is to use logarithmic laws in an authentic setting.
A: He sees that logarithmic formulas are already summarized in an article. So, he tries to use the same notation to connect to previous content. However, he thinks that his exercise is challenging to decode but easy to calculate and therefore can be frustrating for the average student. So, he decides it is an exercise of higher difficulty level where basic logarithmic laws are vital knowledge. The competence to decode exponential growth in real life settings is fostered.

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