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TABLE 6-4: EXPLANATION DEVICES AND THE CRITERIA FOR USING THEM

Device Its benefit Verification question

Carries a familiar relationship Does it genuinely connect two
Analogy
into a new concept. ideas?

Example and non- Separates correct cases from Does it make the boundary of
example close but incorrect ones. the concept clear?

Reduces load when learning a Does it explain the reason for
Worked example
new procedure. each step?

Diagram or visual Shows relationships, change, or Does the image add meaning
representation structure. rather than decoration?

Diagnoses understanding Does it reveal the type of
Diagnostic question
during learning. gap?

Shows understanding and Can the learner justify their
Self-explanation
rebuilds the meaning. choice?

✕ Common misconception Correction

Describe what the learner knows and does
Asking the tool to “explain it to a child”
not know, and the misconception you
and then using the result with every
expect. Age is not a substitute for a level
learner.
of understanding.

↻ Try it yourself: three outputs for one concept
Choose a concept you usually explain, and ask for three outputs: a two-line definition, an
example and a non-example, and a transfer question to a new situation. Review which
output actually reveals understanding and which merely rephrases.

● Remember: Section summary

• Key idea: An effective explanation links prior knowledge to a precise concept and then
tests its use.
• Practical decision: Design layers of explanation, examples, and diagnostic questions
instead of one long text.
• Mistake to avoid: Treating simplification as the deletion of necessary detail, or equating
age with level of understanding.

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