Guide a teacher-led classroom discussion of concept-map differences before students answer reflection prompts individually¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

After students examine the highlighted differences between their own and an expert concept map, the teacher leads a whole-class discussion using questions such as "why would you change/add this information" and "who would (dis)agree and why", without sharing domain information. Students then answer reflection prompts individually. The article found this preparation made prompts effective for vocational students who otherwise ignored or answered them shallowly.

Design Implications¶

Context¶

Requirements¶

• Teachers must be trained (a 60-minute scripted session in the study) to guide discussion with questions that stimulate reflection and to avoid transferring domain-related information

Constraints¶

• The discussion is a whole-class activity requiring an intact class; the study's evidence comes from secondary vocational students and may not transfer to other levels of education

Target Learners¶

• secondary vocational (MBO) students in technical training programs

Target Learning Goals¶

• domain knowledge of electricity and electric power transmission

Claims¶

• Teacher-guided classroom discussion before reflection prompts yields higher learning gains than all other support conditions, especially on application-level items [+W]
• Students who discussed the prompts answered them more often and gave more domain-related answers, and domain-relatedness predicted learning gain [+W]
• Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students [+W]

Related Strategies¶

• Discussions to Guide Reflection

Examples¶

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Key Sources¶

• Elise H. Eshuis, Judith ter Vrugte, Ton de Jong. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09299-7