Module 2 seems to be directly applicable to the subject of computer programming. I would say that it applies at two levels. First, you can use it to reinforce the initial presentation of a programming technique, such as a loop, by encouraging the students to offer examples of how a loop might be applied, and speculate as to what the code might look like (with the understanding at that point that it doesn't have to be perfect). During an exercise learning phase, the technique could come up again. Students working on exercises will make mistakes, and an instructor could look at those errors and use them as an opportunity to ask questions and engage the learner. Figuring out what's wrong with a program is a core component of learning how to program, and if the instructor simply supplies the answer then the student learns very little. But if the instructor asks questions, gives hints and suggestions, and leads the learner to the answer, then the student will be better able to apply the technique to another problem later on. Thus real learning has taken place.