Study guide: Directions and feedback
Use coordinate-free routes, pace symbols and criteria to revise movement models.
Ideas to explain in your own words
- Directions describe movement relative to a reference. Forward can mean toward a labeled front; left and right depend on the person or map being used. A diagram is confusing when the reference changes without warning.
- Pace describes how quickly a planned action repeats. In this paper lesson, slow means one card per two beats and quick means one card per beat. These are supplied pattern rules, not instructions to make a real body move fast.
- A sequence can include action time and planned rest time. Both contribute to the total duration, but they mean different things. Rest should not be relabeled as moderate activity in a guidance calculation.
- Movement feedback can describe timing, order or a planned route. The observation should match the agreed criterion. In a paper model, “The third card is missing” gives a precise repair; “try harder” does not explain a change.
Useful vocabulary
- Reference
- State whose direction or which map reference is used.
- Turn
- A turn can change body-relative forward without moving the map.
- Pace
- Compare timing for the same action count.
- Rest
- A rest uses time but is not another action.
- Total time
- Add each supplied whole-plan duration once.
- Activity time
- Rest time is part of duration but does not become active time.
- Evidence
- An observed error does not reveal a person’s motive.
- Revision
- Change the feature relevant to the criterion, then recheck it.
Watch your reasoning
- A turn can change body-relative forward without moving the map.
- A rest uses time but is not another action.
- Rest time is part of duration but does not become active time.
A worked review example
The criterion is point-wave-rest. The fictional record says point-wave and stops. The visible omission is rest, so add the third card. The record does not show whether the omission was a misunderstanding or a recording error. A helpful comment names the missing step and then checks the revised three-card order, without claiming to know the learner’s motivation.
Make a practice plan
- Draw or tell how to use each of the four ideas with the pretend examples.
- Complete the practice questions before checking each explanation.
- Use the review to find a step to practice again, then return to that lesson.
- Try the new paper task. Compare your answer and the rules you followed with the example answer.