: 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 difficulties, and what were they struggling with? How did you remediate
student academic difficulties? Are students’ reading or math skills improving?
Why or why not?).
• What have you observed about students’ response to your efforts (e.g.: how
effective was the CIM? How did the students respond to this type of instruction?
Do you feel like this was an effective method to provide support to a student? Do
you feel like there is anything you could have done differently?)
• Strategies you used to manage the group, or keep students on task and focused on
the lesson (e.g. behavioral strategies, lesson plan, etc.), Were these strategies
effective or not, and what you might do next time?
C. Homework Assignments:
You will complete 2 homework assignments during the quarter. Directions for each
assignment will be provided on Canvas; please also submit completed assignments through
Canvas. Points will be deducted every day the homework is late.
You could refer to https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html this website for your APA formatting.
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.
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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)
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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.
>
>
> > >
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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.
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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
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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.
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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
>>>
,
Instructions for Essay 2
Provide a general description of your tutoring sessions, with specific attention to
the following:
1. Your overall thoughts about the sessions:
· How did they go? Did the students have difficulties, and what were they struggling with? How did you remediate student academic difficulties? Are students’ reading skills improving? Why or why not?
2. What you have observed about students’ response to your efforts:
· How effective was the CIM? How did the students respond to this type of instruction? Do you feel like this was an effective method to provide support to a student? Do you feel like there is anything you could have done differently?
3. Strategies you used to manage the group, or keep students on task and focused on
the lesson: (e.g. behavioral strategies, lesson plan):
· Describe the strategies you used (e.g. behavioral strategies, lesson plan). Were these strategies effective or not, and what you might do next time?
Reminder: Your essay should be a minimum of three double-spaced, typed pages (1000 word minimum). Please make sure to include your name and perm number.
**You will NOT be required to submit journal entries, but please include relevant themes from any journals/notes you wrote throughout the quarter in your reflection.
Grading Rubric
1. Overall thoughts about the sessions: 2 points
2. What you have observed about students’ response to your efforts: 4 points
· Reflection on the CIM efficacy and how your students responded: 2 points
· Reflection on your implementation of the CIM: 2 points
3. Strategies you used to manage the group or keep students on task/focused: 4 points
· Description of different strategies used: 2 points
· Reflection on your implementation of behavioral strategies: 2 points