Upgrade learning activities to a higher ICAP mode rather than aiming for perfect mode classification¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that instructors focus on moving activities up the ICAP hierarchy rather than on perfectly classifying them. It states that "From a practical perspective, it does not matter how accurately an instructor classifies an activity that s/he has designed; it is more important for an instructor to know how to design or upgrade an activity to a higher ICAP mode if possible." Because many activities fall between two modes, instructors should judge the mode from students' behaviors and products compared against the instructional materials, and redesign activities so students generate ideas beyond what was presented.

Design Implications¶

Context¶

Requirements¶

• Instructors must be able to compare student behaviors and products against the instructional materials to judge the current mode

Constraints¶

• Some activities fall in-between two modes and cannot be neatly classified

Target Learners¶

• K-12 students
• college students

Target Learning Goals¶

• Increasing the depth of cognitive engagement with instructional materials

Affordances¶

• Icap Four Mode Engagement Taxonomy

Related Strategies¶

Examples¶

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Key Sources¶

• 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