Engagement mode is orthogonal to instructional task: any task can be engaged at any of the four modes¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Instructional tasks are orthogonal to engagement mode: the same task can be engaged passively, actively, constructively, or interactively depending on the overt behaviors undertaken. → Michelene T. H. Chi & Ruth Wylie 2014

Evidence¶

Michelene T. H. Chi & Ruth Wylie 2014¶

Michelene T. H. Chi & Ruth Wylie. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823

q2 · i? · theoretical · r3

A definitional statement in Section 1, illustrated with Table 1: while reading, students can be "reading silently, reading and underlining, reading and taking notes in one's own words, or reading and asking a friend questions about the materials."

"Thus, instructional tasks are orthogonal to engagement mode."

Discussion¶

Related Claims¶

• Constructive learning beats active and passive learning — related
• Included AI literacy activities spanned all four ICAP modes, with passive modes in nine studies, active in five, constructive in seven, and interactive in eight — related
• Engagement modes were unevenly distributed across units, with some units rated Interactive and others entirely Passive — related
• Passive engagement within correctly classified Aid tasks is a detection-resistant mis-skilling pathway requiring expert epistemic auditing — related
• Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development — related
• Generative (Constructive) engagement by young children produces better learning than attentive (Passive) engagement — related
• Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement — related
• Task-level account of upskilling and the Triad of Skill Failure (deskilling, never-skilling, mis-skilling) with differing empirical support — related
• The ICAP hypothesis predicts that learning increases as engagement moves from passive to active to constructive to interactive (I>C>A>P) — a narrower finding that bears on this claim
• In observed Australian secondary classrooms, only a minority of lesson tasks stimulated Constructive or Interactive engagement — related