This article is part of the Follow the Science series where I share our team's journey in developing a learning experience based on modern cognitive science, learning science, and educational psychology.
Introduction
In our software development bootcamp, we employ a powerful educational strategy known as "Faded Worked Examples" to enable our learners to develop targeted vocabulary and understanding. This method starts with high support in new content areas and gradually reduces assistance, fostering independent problem-solving skills. Cognitive science underpins this approach by acknowledging the benefits of decreasing instructional guidance to enhance learning.
What are Faded Worked Examples?
Faded Worked Examples (FWEs) are a step-by-step demonstration of tasks, slowly removing the training wheels as students gain competency. This technique aligns with cognitive load theory, which posits that learning is more effective when unnecessary mental work is removed, allowing students to focus on problem-solving.
Hattie (2009) reported in his synthesis of research on learning and teaching that conventional worked examples, when compared to learning by problem solving, have medium to strong effects (see also the classic studies by Sweller & Cooper, 1985) ... When self-explanations are fostered the positive effect roughly doubles to a strong effect (Hattie, 2009; Renkl, in press-a).
Applying Science of Learning in Education - Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving (Alexander Renkl)
The combination of FWE and reflection has a measured strong, positive effect on a learner's ability to integrate new competencies and concepts into their problem-solving skills.
Our Implementation
Once we switched the structure of the coursework to follow this strategy, we immediately saw the following outcomes:
- Higher ownership of learning by the student.
- Greater independence (especially combined with the small team approach we take).
- Stronger competencies during group projects.
- More understanding when meeting with students to discuss their self-reflections.
Each section of the course introduces a small set of new concepts that build on what was learned in the last section (a.k.a. scaffolding). We then design 4 projects that the learners will build in which they will apply those concepts and skills. The context swtiching slightly from project to project to ensure that they learner
- Initial Exposure: Students first receive comprehensive, step-by-step guidance on new concepts.
- Progressive Reduction: With each new project, less of the solution is provided upfront, challenging students to apply their understanding.
- Full Implementation: Eventually, students tackle projects without provided examples, fully applying their knowledge.
Cognitive Science Justification
FWEs work hand-in-hand with cognitive science research by honoring the limitations and strengths of working memory.
Reducing Cognitive Load
- Segmenting Information: Breaking down tasks into smaller parts helps manage cognitive load for novice learners.
- Providing a Strong Foundation: Early comprehensive guidance helps build a robust knowledge base, crucial for tackling more complex problems later.
Promoting Active Learning
- Engagement With Material: As guidance fades, students must engage more deeply with the material, which improves retention and understanding.
- Encouraging Mental Effort: The gradual increase in difficulty requires students to invest mental effort, solidifying their learning and enhancing problem-solving skills.
Implementing FWEs in the Bootcamp
Our curriculum is crafted to integrate FWEs in a manner that respects the individual's learning curve while promoting steady progress.
Early Stage: High Support
In the beginning, our coaches provide detailed explanations and complete code examples, ensuring foundational concepts are clear.
Middle Stage: Guided Practice
As students progress, they receive partial solutions alongside their projects, encouraging them to think critically to complete the tasks.
Final Stage: Independent & Group Projects
In the advanced phase, students receive project briefs that they must plan and execute independently, using the skills developed in earlier stages.
Benefits for Students
The FWE strategy offers multiple benefits, preparing students for real-world software development challenges.
Confidence Building
Starting with full support and moving to independent work helps students build confidence in their abilities to solve programming challenges.
Skills Application
By progressively challenging students, they learn not just to replicate solutions but to create them, fostering deep learning and creativity.
Preparation for Employment
The transition from worked examples to independent problem-solving prepares students for the autonomy required in a professional setting.
Challenges and Considerations
Applying FWEs effectively requires careful consideration of the pacing and complexity of the faded guidance.
Individual Pacing
Not all students progress at the same rate, necessitating adjustments to the fading speed to accommodate different learning speeds.
Quality of Worked Examples
The worked examples must be well-designed to ensure they are instructive and relevant to the tasks students will eventually face independently.
Conclusion
Faded Worked Examples represent a pedagogical commitment to empowering students, backed by cognitive science. By carefully structuring lessons to transition from complete guidance to independent coding, our bootcamp ensures that students are not just learning to code—they're learning to think and act like professional developers.