Provide a general description of your tutoring sessions, with specific attention to the following: Your overall thoughts about the sessions (e.g.: how did they go? Did the students have di

Promote Deeper Learning by Engaging Students Cognitively

and Constructively

ED176B Winter, 2023

Acknowledgement: Dr. Micki Chi, Arizona State University

What is Deeper Learning? • Our schools are organized to be lecture-based, encouraging students to simply

memorize facts and follow rules • Deeper learning is an umbrella term for the skills, dispositions, and knowledge

that students must possess to succeed in 21st century jobs and civic life. At its heart is a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job. • Deeper Learning is a set of student competencies that includes mastery of

essential academic content; thinking critically and solving complex problems; working collaboratively and communicating effectively; having an academic mindset, and being empowered through self-directed learning • Deeper Learning leads to student demonstration of Mastery,

Identity, and Creativity.

• Mastery is evident when all students develop the knowledge or skills outlined in the standards and practices, with the ability to transfer that knowledge across situations. • Identity is evident when all students become more invested in the discipline

by thinking of themselves as active agents who do that kind of work. To support a shift in thinking from "I'm learning about biology" to "I am a biologist", educators affirm students' cultural and racial heritage and leverage their funds of knowledge, experiences and interests. • Creativity is evident when all students shift from receiving knowledge of a

discipline to acting or making something within the discipline. Students engage with tasks that have multiple paths to multiple potential, standards- aligned solutions.

Deeper Learning – Overarching

Promoting Deeper Learning by Engaging Students

Abbreviations: • Ss (Students),T (teachers), Inst (Instructors), • K (knowledge), PK (prior K), • Q (questions)

3 main components to Teaching and Learning: Teachers/Instructors, instructional Materials/information,

Students. To improve student learning, 3 common approaches in literature, focus on:

1) Improving the instructional materials: Better visuals,better organization,adaptive systems tailored to Ss’ level of understanding,etc. etc.

2) Improving what Instructors do in some ways: Use formative assessment (clickers) to help instructors know the level of students’ mastery; Integrate concrete & abstract representations.

3) Providing/asking Students to use a variety of learning strategies: Take notes,do concept mapping,summarize,collaborate, self-explain.

The first 2 approaches can improve Sslearning,but not enough.Can’t do critical thinking. The 3rd approach can be powerful, but literature gives a confusing picture.

6

How Do Students Learn?

• By engaging cognitively with the instructional materials,while: reading text, listening to lectures,watching videos,solving problems,answering questions,studying examples …

• ”Engaging cognitively or cognitive engagement” means“thinking” about the instructional materials (vs behavioral engagement,measured by doing homework, attending class)

• But we cannot “see” how students are thinking,either in a classroom or remotely.

• So cognitive engagement has been defined instead in the following 2 ways in the “practice” literature

On Task SsPayingAttention

Off Task Not paying attention

Goofing off

One way to define Cognitive Engagement as students being

On-Task or Off-Task Easily detectable visually in class by their behaviors

(or recently, data mining techniques of mind wandering/off-task)

13

On Task SsPayingAttention

Off Task

“Active Learning” Instructor

Not Lecture

“Passive Learning” Instructor Lectures

A 2nd way is to further define Ss’ On-task Engagement as:

“Active” Learning vs “Passive” Learning: Defined by Instructors Lecturing or Not Lecturing

>

9

>

On Task Ex. PayingAttention

Mind On-Task

Off Task Ex.Goofing off

MindWandering

Active Learning Instructor: No Lecturing,

Passive Learning Instructor: Lecturing

Interactive ActiveConstructive Passive

Students’ “active learning” behaviors can be further discriminated into 3 behavioral modes,

suggesting different degrees of thinking:

We call the 4 modes ICAP.

>

>

> > >

10

The ICAP Framework

On-task & off-task engagement are easily differentiated and detectable by visible behaviors.

However,we propose that on-task engagement itself can be further differentiated into 4 modes by:

1) Visible Behavior, plus the 2) Content of the outputs that Ss produce

Each indicator alone is not as accurate as used jointly. 11

ICAP These 4 On-Task engaging behaviors can be

discriminated, suggesting different “degrees” of thinking.

20

Paying attention Measuring

Comparing ideas, justifying, arguing

Drawing a concept map

PassiveMode: Attentive Behavior +No outputs

Examples Outputs • Listening to a

lecture without taking notes

• Watching a video • Hearing an

explanation • Observing a

demonstration • Reading a text • Studying a worked-

out example

• None

Characterized by Sspaying attention,oriented toward & receiving instruction. But not doing anything else overtly or producing anything

Doesn’t matter how organized the instruction or book is,or how much visuals and animations it contains,Ssare Passively receiving instruction.

13

Active Mode: Manipulating Behavior + outputs that are parts of materials

23

Examples Outputs contain components identifiable in the instructional content

from the board • Underlining the

important sentences • Arranging • Selecting an

option/icon • Moving a slider to

location • Recording amount

measured • Describing a scene

• Solution steps provided

• Choosing 1 of the available options

• Locations on slide provided

• Amount shown on the instrument

• Scene provided

Ssare paying attention and physically manipulating the instructional materials,but not adding any new information.

x

x

x

x

x • Underlined sentence is subset of all sentences

• Copying the solution x

ConstructiveMode: Generating Behavior +New information not in instruction

Examples Outputs reflect information not in

instructional content

• Drawing

• Explaining & self-explain

• Posing • Taking • Providing • Comparing & contrasting • Evaluating • Predicting

• Concept map/diagram

• Explanations

• Questions • Notes • Justifications • Similarities &

differences • Reviews

Not discovering knowledge/principles novel to the domain!

Ssare producing some additional information or small pieces of knowledge that is new or goes beyondwhat was presented in the instructional materials, literally.

15

Interactive Mode: Collaborating Behavior + producing

Examples Outputs

extend beyond content & extend beyond each partner’s contributions

• Explaining jointly • Debating w a peer

• Discussing

• Solving jointly

• Richer explanations • Outcome of

Consensus • Innovative new ideas

• New solution

New information that cannot be generated alone The Interactive mode in ICAP refers to collaborating with a peer in which: • each person is generating and building on own & • Build on the other person’s contributions in a mutually co-generative or co-constructive way.

[Note: Interacting with a learning environment or system is not necessarily Collaborative, in this co-constructive sense;yet]

16

Summary: Operational Behavioral Definitions of 4 On-Task Cognitive Engagement Modes

Using behaviors to indicate cognition/thinking

Labels Interactive Constructive Active Passive

Behavior Collaborate Generate Manipulate Attend

Content of Outputs

Extends beyond

Extends Beyond

Identifiable parts of

No product

instruction Instruction instructional info & info info

partner’s contribution

17

Consider these 4 basic knowledge-change/learning processes:

Store Activate

New K Relevant prior K (PK)

Link (elaborate) Connect New K with PK, Connect PK with PK, Connect PK with inferred K

Infer From PK, From new info, From PK linked with new K, etc.

28

How knowledge might change from the 4 learning processes of each mode, and the performance

outcomes! Hypothesis learning decreases I > C > A > P Passive:Paying attention

Active:Manip inform without adding any new information

Constructive: Generate new un- presented info

Interactive: Co- generated un- presented info

! information is received & stored, but not connected to PK so is isolated and inert.

Co-generating Ideas means each partner infers ideas based on own ideas and partner’s generated ideas.

Verbatim recall, in the same context

! the manipulated parts of instruction activates relev PK,so new information can be linked with PK,so PK is strengthened,more coherent & complete.

Enhanced recall in multiple context, shallow learning

! new ideas are inferred from PK and from new information linked to PK, causing richer knowledge networks.

Deeper underst, can think more critically, transfer

Can invent or innovative more creative ideas

>>>