Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After completing ICAP professional development, teachers showed minimal success at designing lesson plans in the Constructive and Interactive modes and at eliciting Interactive engagement. → Chi 2018

Evidence¶

Chi 2018¶

Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon, K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmourian, D. L. (2018). Translating the ICAP Theory of Cognitive Engagement Into Practice. Cognitive Science, 42. https://doi.org/10.1111/cogs.12626

q3 · i? · design · r3

Across the 5-year project, teachers' translation of ICAP was assessed by pre/post understanding tests, lesson-plan design, and classroom implementation fidelity; the article reports teachers "had minimal success in designing Constructive and Interactive activities."

"Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities"

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — the general claim this finding bears on, with the studies behind it
• In the 5-year translation project, students learned significantly more in Constructive than Active activities — related
• Constructive learning beats active and passive learning — a broader claim this one bears on
• Engagement modes were unevenly distributed across units, with some units rated Interactive and others entirely Passive — 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 mode is orthogonal to instructional task: any task can be engaged at any of the four modes — related
• The ICAP hypothesis predicts that learning increases as engagement moves from passive to active to constructive to interactive (I>C>A>P) — related
• In observed Australian secondary classrooms, only a minority of lesson tasks stimulated Constructive or Interactive engagement — related