In observed Australian secondary classrooms, only a minority of lesson tasks stimulated Constructive or Interactive engagement¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Only 26% of the 107 identified lesson tasks involved Constructive or Interactive engagement, while 74% involved Passive, Active, or Active/Collaborative engagement. → Vosniadou 2024 q2 i? Teachers spent 31% of the 898 observed minutes in combined Constructive and Interactive modes, with 67% in Passive and Active modes. → Vosniadou 2024 (2)

Evidence¶

Vosniadou 2024¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Observational coding of 107 lesson tasks from filmed lessons in 23 Australian classrooms using the ICAP-CG. The article reports that "Only 26% of these tasks involved stimulation of Constructive and Interactive student cognitive engagement," with the remaining tasks Passive, Active, or Active/Collaborative.

"We identified 107 lesson tasks in the entire sample. The range of lesson tasks identified in each observation was from one to eight, but 62% of the teachers used between five to seven lesson tasks. Only 26% of these tasks involved stimulation of Constructive and Interactive student cognitive engagement."

Vosniadou 2024 (2)¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Minute-by-minute engagement coding across the full 898 minutes of observed lesson time showed teachers mostly in Passive and Active modes; the student profile was "closely similar" to the teachers' profile.

"The teachers were assigned 612 min or 67% of the total observation time in the Passive and Active engagement codes and 279 min, or 31% of the total observation time in the combined Constructive and Interactive codes."

Discussion¶

Related Claims¶

• Student self-determination was infrequent and more common during Active, Constructive, and Interactive tasks than Passive tasks — related
• Constructive learning beats active and passive learning — a broader claim this one bears on
• A secondary ENA adding ICAP engagement codes showed proactive interactions linked constructive engagement with adequate reasoning, while reactive dialogues emphasised procedural pairings — related
• Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development — related
• Observed differentiation took place mainly through student independence and working pace, with lesson goals largely the same across groups — related
• Learning is an initiative construction of meanings completed by the interaction of learners' old and new knowledge — related
• Engagement mode is orthogonal to instructional task: any task can be engaged at any of the four modes — related