Use seatwork phases to attend diagnostically to students who may need adaptive support¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article links individual seatwork phases to teacher diagnostic opportunities: such phases "give teachers more opportunities to monitor the students'learning progress," and in this study expert teachers paid closer attention to specific students and their underlying profiles during the seatwork scene, fixating more on struggling, underestimating, and uninterested students who might require adaptive pedagogical action. The strategy is to use reduced-motion, top-down-driven seatwork phases for monitoring individual students rather than relying on observation during motion-rich whole-class interaction, where no expertise differences in gaze emerged.

Design Implications¶

Context¶

Requirements¶

• Individual working phases in which students solve tasks independently, providing opportunities for teachers to monitor individual learning progress.

Constraints¶

• The article states findings are limited in generalizability and replicability and that further studies with different teaching scenes are needed.

Target Learners¶

• teachers, especially novice teachers learning diagnostic monitoring

Target Learning Goals¶

• monitoring individual student engagement and inferring underlying student characteristics during instruction

Claims¶

• Expert teachers fixate more on struggling, underestimating, and uninterested students during individual seatwork, while novices show longer fixations on strong and overestimating students [+M]
• Expert and novice teachers do not differ significantly in overall judgment accuracy of five student characteristic profiles, though experts judge inconsistent profiles more accurately [+M]
• Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers [+W]
• Judgment accuracy varies across student characteristic profiles: struggling and uninterested profiles are diagnosed more accurately than strong, underestimating, and overestimating profiles [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09532-2