Why “For Example” Is A Bad Way Of Explaining Things
Niklas Goeke

I would distinguish working from examples to principles and using examples to illustrate principles. Extracting a principle from an example can work far better than simply presenting the principle ready-made.

Having worked from example to principle, the reflection might be to ask the students for examples of other applications of the principle(s) that might have meaning for them rather than to give examples that have meaning primarily for the teacher. Students can be brilliant at explaining and exemplifying principles to other students in ways the teacher would never think of.

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