References APA.pdf

Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53(1), 3–17. https://doi.org/10.2307/322091

Asher's Total Physical Response method demonstrates that physical movement supports language acquisition and memory. This source informs the embodied "step forward on went" component of the irregular-verb didactic sequence, where gesture and movement are used to anchor verb forms in kinesthetic memory.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Black and Wiliam establish that formative assessment—using evidence during learning rather than only after instruction—produces significant gains in student achievement. Their work supports the foundational claim that learner evidence must be interpreted and acted upon within the learning process, which is central to the Pedagnosis framework and the Educational Problem section.

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.

Brown and colleagues synthesize cognitive science research demonstrating that retrieval practice, spaced repetition, and interleaving produce more durable learning than passive review. Their work supports the retrieval and transfer stages of the irregular-verb didactic sequence and the emphasis on covering the table and recalling verb forms before checking.

CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST. https://udlguidelines.cast.org/

CAST's Universal Design for Learning framework supports multiple means of representation, engagement, and expression to reduce barriers and improve access for all learners. This framework informs the project's use of captions, written transcript, movement, sound, visual tables, and alternative learning routes throughout the instructional sequence.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Deci and Ryan's self-determination theory identifies autonomy, competence, and relatedness as fundamental psychological needs that support intrinsic motivation and sustained engagement. This source informs the Dual Mirror section's discussion of learner disengagement as a possible signal of insufficient autonomy or unclear purpose, and supports the COVA framework's emphasis on learner choice and ownership.

Dewey, J. (1938). Experience and education. Macmillan.

Dewey argues that genuine education arises from purposeful experience connected to reflection and meaning-making, not from passive reception of information. His work supports the use of personal sentences and authentic application in the didactic sequence, where learners connect verb forms to real experiences rather than isolated grammar exercises.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. ed.). Jossey-Bass.

Fink's integrated course design model emphasizes aligning learning goals, active learning experiences, and assessment so that each component reinforces the others. This source supports the Open Lesson Plan section's argument that a lesson plan is an instructional hypothesis requiring alignment among objectives, evidence, mediation, and assessment.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network.

Fixsen and colleagues synthesize implementation research concerning implementation stages, organizational supports, competency drivers, and fidelity. This source supports the terminology used in the proposed future implementation architecture. It does not validate Pedagnosis or establish that the proposed program has been implemented.

Georgieva, M., Webb, J., Stuart, J., Bell, J., Crawford, S., & Ritter-Guth, B. (2025, June 24). AI ethical guidelines. EDUCAUSE. https://library.educause.edu/resources/2025/6/ai-ethical-guidelines

Georgieva and colleagues present an ethical framework for artificial intelligence in higher education grounded in beneficence, justice, respect for autonomy, transparency, accountability, privacy, fairness, and the assessment of risks and benefits. This source directly informs the project's ethical AI principles, privacy protections, disclosure practices, and insistence that AI support rather than replace human judgment.

Harapnuik, D. (n.d.). Applied digital learning. It's About Learning. https://www.harapnuik.org/?page_id=8517

This resource describes the Applied Digital Learning program's philosophy and structure, including the COVA framework and the emphasis on authentic, learner-centered environments. It provides the institutional and pedagogical context for the project's emphasis on choice, ownership, voice, and self-feedforward.

Harapnuik, D. (2020). Feedforward vs. feedback. It's About Learning. https://www.harapnuik.org/?p=8273

Harapnuik distinguishes feedforward—a forward-looking, growth-oriented process—from traditional backward-looking feedback. This distinction provides a foundational reference for the project's central argument that feedback and feedforward are necessary but insufficient without the learner's capacity for self-feedforward.

Harapnuik, D. (2024, February 10). Using the learner's mindset—How and why this works. It's About Learning. https://www.harapnuik.org/?p=9279

Harapnuik explains how the learner's mindset—the disposition to take ownership of one's learning—supports deeper engagement and more meaningful outcomes. This source informs the Self-Feedforward section's argument that mindset is a prerequisite for self-directed revision and transfer.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Learner's Mindset Publishing.

The COVA framework positions learner choice, ownership, voice, and authentic learning opportunity as the foundation of meaningful educational experience. This source informs the project's emphasis on learner authorship, the self-feedforward process, and the design of the irregular-verb demonstration as an authentic rather than purely mechanical task.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hattie and Timperley's framework identifies three central feedback questions—Where am I going? How am I going? and Where to next?—and examines feedback at the task, process, self-regulation, and self levels. Their work provides an important theoretical foundation for the project's discussion of feedback and forward-looking instructional action.

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press.

Krajcik and Blumenfeld describe Project-Based Learning as sustained inquiry organized around meaningful questions, investigation, collaboration, and the creation of artifacts. This source supports the publication's treatment of PBL as an established educational methodology. Patricia Silva does not claim authorship of PBL; Pedagnosis is presented as a developing framework that may support educators in selecting, observing, and adapting methodologies.

Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Jossey-Bass.

Langley and colleagues explain Plan–Do–Study–Act cycles as an iterative process for testing changes, examining evidence, learning from results, and improving practice. This source supports the PDSA reflection component of the proposed 90-day professional-learning program. Patricia Silva adapted the process within the Pedagnosis implementation pathway but does not claim to have created PDSA.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Mayer's cognitive theory of multimedia learning explains how the purposeful coordination of words and images can support meaningful processing when extraneous material is minimized. This source informs the video design, visual tables, spoken explanations, and coordination of verbal and visual representations. Movement is treated separately in this project as an instructional support informed by Asher (1969).

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090

Nicol and Macfarlane-Dick connect formative feedback with self-regulated learning, arguing that effective feedback supports learners in monitoring, evaluating, and adjusting their own performance. Their work supports the transition from external feedback to learner-directed self-feedforward and informs the Open Lesson Plan and Dual Mirror sections.

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.

Paivio's dual coding theory demonstrates that combining verbal and nonverbal representations strengthens encoding and retrieval. This source informs the coordinated use of sound, image, gesture, and language in the irregular-verb sequence, particularly the chant and movement components.

Silva, P. (2026). Pedagnosis: A pedagogical-didactic framework and 90-day implementation pathway [Work submitted to the Escritório de Direitos Autorais da Fundação Biblioteca Nacional, Brazil, protocol no. 2026060715404].

Silva developed Pedagnosis as an original pedagogical-didactic framework for evidence-informed instructional decision-making. This work is the primary authorial source for the Pedagnosis construct, the Dual Mirror model, the ClockSkill framework, and the Self-Feedforward process described throughout this media project. The framework has been submitted to the Escritório de Direitos Autorais da Fundação Biblioteca Nacional (Brazil) under protocol no. 2026060715404. Pedagnosis, ClockSkill, and Self-Feedforward are original authorial constructs by Patricia Silva. All surrounding educational frameworks (PBL, UDL, feedback/feedforward loops, PDSA) are established scholarly frameworks supported by their respective citations.

Strunk, V., & Willis, J. (2025, January 13). Generative artificial intelligence and education: A brief ethical reflection on autonomy. EDUCAUSE Review. https://er.educause.edu/articles/2025/1/generative-artificial-intelligence-and-education-a-brief-ethical-reflection-on-autonomy

Strunk and Willis examine generative AI in higher education through the principle of autonomy, including informed decision-making, disclosed authorship, freedom of human creativity, and freedom to reject AI assistance. This source supports the Ethical AI section's emphasis on human agency, transparency, responsible authorship, and the learner's right to question, limit, or reject AI-generated suggestions.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7

Sweller's cognitive load theory identifies intrinsic, extraneous, and germane load as factors affecting learning efficiency. This source supports the instructional design decisions in the didactic sequence, particularly the use of segmented steps, coordinated auditory and visual channels, and the reduction of unnecessary complexity.

Tammets, K., & Ley, T. (2023). Integrating AI tools in teacher professional learning: A conceptual model and illustrative case. Frontiers in Artificial Intelligence, 6, Article 1255089. https://doi.org/10.3389/frai.2023.1255089

Tammets and Ley present a conceptual model for integrating AI tools into teacher professional learning in ways that support rather than replace human judgment. This source informs the Ethical AI section and the 90-day professional-learning program's approach to AI as a reflective support tool.

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.3102/00346543068003249

Topping's review demonstrates that peer assessment, when structured to focus on evidence and criteria rather than social identity, supports learning for both the reviewer and the reviewed. This source informs the Dual Mirror section's discussion of peer feedback as a component of the revision process and supports self-feedforward.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Vygotsky's sociocultural theory of learning emphasizes that cognitive development occurs through culturally situated mediation, language, signs, tools, and social interaction. This source supports the teacher-mediation components of the didactic sequence, the scaffolding logic of the Pedagnosis framework, and the Foundational Note's argument that Pedagnosis is compatible with both analog and digital tools.

Watkins, M. D. (2003). The first 90 days: Critical success strategies for new leaders at all levels. Harvard Business School Press.

Watkins developed a leadership-transition framework emphasizing accelerated learning, situational diagnosis, relationship building, strategic priorities, and early wins within the first 90 days of a new role. Patricia Silva adapted this temporal logic into the proposed 90-day Pedagnosis professional-learning program; Watkins did not create Pedagnosis or the educator-development program.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.

Wiggins and McTighe's backward design framework argues that effective instruction begins with desired understanding and evidence of learning, then works backward to design learning experiences. This source informs the Open Lesson Plan section's argument that a lesson plan is an instructional hypothesis aligned with objectives, evidence, and assessment.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2