Pairing Non-examples with Examples
Overview
Pairing non-examples with examples helps learners compare and contrast to deepen understanding at both the concept and skill levels. Providing examples is helpful in understanding processes, but non-examples provoke deeper Reasoning, Problem Solving, Cognitive Flexibility, and Metacognition while supporting Long-term Memory.
Use It In Your Learning Environment
Examples provide similarity while non-examples provide contrast. It is the contrasting thoughts that often lead to deeper understanding and can support conceptual change which is necessary to develop a Learner Mindset.
While providing examples and non-examples aligns with cognitive instructional approaches, active learning, Metacognition, and Cognitive Flexibility can be intentionally supported by inviting the learners to generate their own non-examples and justify their Reasoning.
Models such as the Frayer Model have been found to be highly effective in helping learners identify examples and non-examples and are particularly supportive of Primary Language when used for skill and role specific vocabulary. It has also been found to support aspects of Digital Literacy, such as separating real from fake news.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
