Integrate teachable agents as a complement to, not a replacement for, the adopted classroom curriculum¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends deploying TAs as an augmentation of district-adopted curricula rather than standalone instruction: "we use TAs as a complement to regular classroom instruction." Kit+TA teachers used the system at least once per concept map within the existing eight-week FOSS Environments unit, with no added instructional time, and were otherwise free to choose how and when to use the TAs. The study found the TA complement improved learning on the kit's own measures rather than displacing the curriculum's value.

Design Implications¶

Context¶

Requirements¶

• Relevant hidden expert maps for the curriculum's subunits must be produced before deployment

Constraints¶

• The demonstration study let teachers choose implementation, so dosage and integration varied across teachers

Target Learners¶

• fourth-grade students in regular science classrooms

Target Learning Goals¶

• science content from the adopted curriculum
• hierarchical reasoning about class inclusion and properties

Affordances¶

• Teachable Agent Three Design Principles

Related Strategies¶

Examples¶

-

Key Sources¶

• Doris B. Chin, Ilsa M. Dohmen, and Daniel L. Schwartz. (2013). Young Children Can Learn Scientific Reasoning with Teachable Agents. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2013.24