Teaching Teachers to Differentiate Learning Behaviors: Translating Learnings From Interactive>Constructive>Active>Passive Into Professional Development

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

To provide teachers with an effective approach to design and implement “active learning” in their classrooms, a professional development module was created based on the Interactive>Constructive>Active>Passive (ICAP) Framework, which differentiates student behaviors based on correlation with learning gains. When a previous iteration of this module was tested, it was revealed that teachers held misconceptions about what was required to elicit those behaviors. This preliminary study tested a new iteration of the module that addressed these misconceptions explicitly. The module provided teachers with a rubric of behaviors that instruction should target; these behaviors are assumed to evoke specific levels of cognitive engagement corresponding to a predicted depth of learning, with constructive and interactive engagement predicted to yield the greatest learning outcomes.

Authors

• Christiana Bruchok, Arizona State University

• Nicole Zillmer, Teachers College, Columbia University

• Michelene T.H. Chi, Arizona State University