Experts predict classroom phenomena and student errors far more than novices, who rarely anticipate misalgorithms¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1988 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In slide and NAEP think-aloud studies, experts made many more assumptions, hypotheses, and predictions, including predicting the misalgorithms students might apply. → Berliner 1988

Evidence¶

Berliner 1988¶

Berliner, David C. (1988). The Development of Expertise in Pedagogy. American Association of Colleges for Teacher Education. https://eric.ed.gov/?id=ED298122

q2 · i? · theoretical · r2

In the study by Stein, Clarridge, and Berliner (1988), expert, novice, and postulant teachers talked aloud while predicting how students would answer NAEP items. Experts showed knowledge of student cognitions and misalgorithms; novices and postulants rarely discussed possible student errors.

"The experts hadmore experience dealing with student errors and therefore were able to predict whattypes of errors stu- dents might make. Novices and postulants rarely discussed theissue of misalgorithms that students might applyto solve a problem."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants — related
• Experts attend selectively to atypical events, merging typical student information into a group picture, while novices and postulants study all student details — related
• Experts discern instructional significance in classroom scenes while novices and postulants treat all visual stimuli as equally important — related
• Expert teachers show intense emotionality and sense of responsibility for their performance, unlike affectless novices and postulants — related
• Novices and experts committed similar total error numbers but different error types in computer work — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related
• Experts detect and correct small changes before events become full-blown, while novices are distracted by possibly irrelevant phenomena — related
• Teaching experience is associated with higher frequency of mental/perceptual and action/event words in think-aloud about classroom scenes — related
• Low- and high-performing students make different types of errors and therefore need different kinds of support — related
• In reading textually constrained period poetry, experts' organized domain knowledge (schemata) is the major factor differentiating them from novices, enabling allusion, contextualization and anticipation. — related
• Experts respond to classroom events predictively and proactively via precursor detection, while novices are either unaware or reactively aware — related
• Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior — related