Slight improvements in summary of cherry-picking

cherry-picking/contents.tex

@@ -924,44 +924,54 @@ \section{Summary}
 \end{frame}
 
 \begin{frame}
-  \begin{alertblock}{OLI conjecture}
-    \begin{itemize}
-      \item OLI works due to the quiz-question feedback yields \emph{contrast}.
-      \item Material usually focus on induction (\emph{generalization} without 
-        contrast).
-      \item \Ie students get the necessary pattern of variation.
-    \end{itemize}
-  \end{alertblock}
-\end{frame}
+  \begin{onlyenv}<1-2>
+    \begin{alertblock}{Conjecture (OLI)}
+      \begin{itemize}
+        \item OLI works due to the quiz-question feedback yields 
+          \emph{contrast}.
+        \item Material usually focus on induction (\emph{generalization} 
+          without contrast).
+        \item \Ie students get the necessary pattern of variation.
+      \end{itemize}
+    \end{alertblock}
+  \end{onlyenv}
 
-\begin{frame}
-  \begin{alertblock}{OLI conjecture}
+  \begin{block}<2,4>{Contrast + generalization}
     \begin{itemize}
-      \item Students need to repeat things 8 times to learn.
-      \item That's how many times they need to discern the critical 
-        aspects/features.
-      \item With properly designed material\footnote{%
-          With the possibility to experience the necessary patterns of 
-          variations.
-        }, this number can be reduced.
+      \item The students must be able to juxtapose (in their mind) to achieve 
+        contrast.
+      \item \enquote{They must see all things at the same time.}
     \end{itemize}
-  \end{alertblock}
+  \end{block}
+
+  \begin{onlyenv}<3-4>
+    \begin{alertblock}{Conjecture (OLI)}
+      \begin{itemize}
+        \item Students need to repeat things 8 times to learn.
+        \item That's how many times they need to discern the critical 
+          aspects/features.
+        \item With properly designed material\footnote{%
+            With the possibility to experience the necessary patterns of 
+            variations.
+          }, this number can be reduced.
+        \item Or, it depends on how much must be contrasted+generalized.
+      \end{itemize}
+    \end{alertblock}
+  \end{onlyenv}
 \end{frame}
 
 \begin{frame}
-  \begin{block}{Ending quote}
-    \textcquote[p.~246, my emphasis]{NecessaryConditionsOfLearning}{%
-          \enquote{Top scores from Shanghai stun educators,} wrote the 
-          \emph{New York Times} on December 7, 2010.
-          \textelp{}
-          A number of different explanations were presented in the article 
-          \textins{by journalists, politicians, education experts}.
-          Interestingly, there was not a single word said about the things that 
-          this whole book is dealing with: how the different subjects are 
-          learned and taught. \emph{Could it not be the case that students are 
-            better at solving quadratic equations because they are taught to 
-          solve quadratic equations in more powerful ways?}%
-        }
-  \end{block}
+  \textcquote[p.~246, my emphasis]{NecessaryConditionsOfLearning}{%
+    \enquote{Top scores from Shanghai stun educators,} wrote the 
+    \emph{New York Times} on December 7, 2010.
+    \textelp{}
+    A number of different explanations were presented in the article 
+    \textins{by journalists, politicians, education experts}.
+    Interestingly, there was not a single word said about the things that 
+    this whole book is dealing with: how the different subjects are 
+    learned and taught. \emph{Could it not be the case that students are 
+      better at solving quadratic equations because they are taught to 
+    solve quadratic equations in more powerful ways?}%
+  }
 \end{frame}