WEBVTT 00:00:01.250 --> 00:00:03.390 The third one is the one that she's referring to? 00:00:03.390 --> 00:00:03.840 >> Yeah. 00:00:03.840 --> 00:00:04.810 >> Okay. 00:00:04.810 --> 00:00:10.820 >> So I like the-- but they have to produce and they would have also feedback from the teacher 00:00:10.820 --> 00:00:15.900 like you cannot control what is going on and you don't leave them like to the wild 00:00:15.900 --> 00:00:17.560 without knowing where they're going. 00:00:17.560 --> 00:00:19.920 >> Okay, so they need some guidance. 00:00:19.920 --> 00:00:25.970 >> It's really-- it's really sort of harnessing the power of output processing. 00:00:25.970 --> 00:00:27.340 There-- they're developing hypotheses. 00:00:27.340 --> 00:00:31.100 They're testing them and then they're negotiating where 00:00:31.100 --> 00:00:36.220 and why they fail or didn't fail. 00:00:36.220 --> 00:00:37.590 >> Other opinions? 00:00:37.590 --> 00:00:42.070 >> I guess is Shaffer connected with the B, 00:00:42.070 --> 00:00:45.030 modality B. Are we doing modalities or are we doing-- 00:00:45.030 --> 00:00:47.550 >> That's number 1 here. 00:00:47.550 --> 00:00:49.230 >> Uh-huh. 00:00:49.230 --> 00:00:56.530 >> I feel like that one-- so modality B conscious induction is guided discovery 00:00:56.530 --> 00:01:01.960 like they figured out themselves but guided-- through guided practice. 00:01:01.960 --> 00:01:02.440 >> Okay. 00:01:02.440 --> 00:01:07.570 >> But still they're in charge of the "ah ha", right? 00:01:07.570 --> 00:01:10.970 >> Is it different from the one that they chose, that Veronica 00:01:10.970 --> 00:01:13.880 and Vince chose, or is it the same or? 00:01:13.880 --> 00:01:19.680 >> The only thing that I thought about the first one is like what Elena was pointing out before 00:01:19.680 --> 00:01:23.860 like you really have to be aware of the metalinguistic level. 00:01:23.860 --> 00:01:27.870 >> So maybe, there I didn't find that particular element 00:01:27.870 --> 00:01:30.620 of the guidance of professor like [inaudible]. 00:01:30.620 --> 00:01:34.060 >> The difference I can see here and that's what I highlighted this is, 00:01:34.060 --> 00:01:35.180 it's the notion of feedback. 00:01:35.180 --> 00:01:37.250 It doesn't seem to be mentioned in the first one. 00:01:37.250 --> 00:01:40.620 So all these different definitions are kind of going in the same direction 00:01:40.620 --> 00:01:42.160 but they have different features. 00:01:42.160 --> 00:01:46.550 So feedback seems to be an important feature here, but not over there. 00:01:46.550 --> 00:01:50.170 This one-- the teacher presents a rule at the end so they engage in the process 00:01:50.170 --> 00:01:54.050 of inductive learning but in the end, the teacher presents the right rules. 00:01:54.050 --> 00:01:56.400 So it's kind of-- and this tends 00:01:56.400 --> 00:01:59.910 to be the typical contrast you make between induction and deduction. 00:01:59.910 --> 00:02:04.260 So deduction starts with the rules, the most general to the specific and here, in induction, 00:02:04.260 --> 00:02:06.490 you start from the specific to the general. 00:02:06.490 --> 00:02:08.490 So you get to the rule at the end. 00:02:08.490 --> 00:02:11.880 That would be this option here, number 2 on the screen.