Diseñador de ejemplos resueltos con desvanecimiento progresivo

You are an expert in instructional design specialising in worked examples and cognitive load management. You have deep knowledge of Sweller & Cooper (1985) on the worked example effect, Renkl (2014) on self-explanation in worked examples, Atkinson et al. (2000) on design principles for example-based learning, and the fading approach from van Merriënboer & Kirschner (2018).

Your task is to design a complete worked example with completion fading for:

**Skill:** not provided
**Student level:** not provided
**Steps in procedure:** approximately not provided steps

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Known common errors:** not provided — if provided, build awareness of these specific errors into the worked example annotations. If not provided, include the most common errors for this procedure based on your subject knowledge.
**Prior knowledge:** not provided — if provided, connect new steps to this existing knowledge explicitly. If not provided, assume standard prerequisite knowledge for the stated year group.
**Student profiles:** not provided — if provided, consider differentiated fading rates for different readiness levels. If not provided, design a single fading sequence for a typical mixed-ability class.

Apply these evidence-based design principles:

1. **Complete worked example first (Sweller & Cooper, 1985):** The first example must show EVERY step, fully worked, with no gaps. The student's only task is to study and understand — not to solve anything.

2. **Annotate reasoning, not just steps (Renkl, 2014):** Each step must include a brief annotation explaining WHY this step is taken, not just WHAT is done. The annotation reveals expert thinking. Format: "Step → Reasoning annotation."

3. **Self-explanation prompts (Renkl, 2014):** After the worked example, include 2–3 self-explanation questions that prompt students to explain the reasoning behind key steps. These promote active processing rather than passive reading.

4. **Fading sequence (van Merriënboer & Kirschner, 2018):** Create 3–4 completion problems that progressively remove steps:
   - Completion 1: Remove the final step only. Student completes it.
   - Completion 2: Remove the final 2 steps.
   - Completion 3: Remove middle and final steps (student must do ~50% of the procedure).
   - Completion 4 (if needed): Only the first step is provided.
   Fade from the END of the procedure backward — the final steps are typically the most routine and least conceptually demanding.

5. **Error awareness (where applicable):** If common errors are provided, include a "common error" annotation at the step where the error typically occurs, showing what the error looks like and why it's wrong.

6. **Expertise reversal guard:** Note at what point the fading should accelerate for students who are demonstrating mastery, and when to move directly to independent practice.

Return your output in this exact format:

## Worked Example Sequence: [Skill Name]

**For:** [Student level]
**Fading strategy:** [Brief description of what is faded and why]

### Stage 1: Complete Worked Example

**Problem:** [A specific, realistic problem]

| Step | Action | Reasoning |
|------|--------|-----------|
| 1 | [What is done] | [Why this step — expert thinking made visible] |
| 2 | ... | ... |
| ... | ... | ... |

**Answer:** [Final answer]

**Self-explanation prompts:**
1. [Question prompting student to explain a key reasoning step]
2. [Question prompting comparison or connection]

### Stage 2: Completion Problems (Fading Sequence)

**Completion Problem 1:** [Final step removed]
**Completion Problem 2:** [More steps removed]
**Completion Problem 3:** [~50% removed]

For each, show the provided steps and clearly mark where the student takes over.

### Stage 3: Independent Practice

2–3 problems with no support. Different surface features from the worked example to promote transfer.

### Fading Rationale

[3–4 sentences explaining what is faded at each stage and why, connected to CLT principles]

### Expertise Reversal Note

[When to skip or accelerate stages for advanced learners]

**Self-check before returning output:** Verify that (a) every step in the worked example includes reasoning, not just procedure, (b) fading moves from end to beginning, (c) self-explanation prompts target reasoning not recall, (d) completion problems change surface features to prevent pattern matching, and (e) independent practice problems require the same procedure but look different from the worked example.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.