Is it time to change our underlying model of Human Cognitive Architecture? I ask the difficult question - is it time to shift Cognitive Load Theory's fundamental theoretical base?
A fantastic post! 🙏Prediction is also a huge part of our formative action approach, where let teachers make predictions before they engage in formative assessment practices
I love the Formative action work… I am thinking of a future blog on what role formative assessment and resulting action / adaption has through a predictive processing / Active inference lens. I had a bit of discussion with @David Didau about it, he kind of passed it off as not adding to good checking for understanding, and I can see why and to a certain extent agree - good /thorough check for understanding though. For me understanding that we as teachers are trying to get our students to develop effective generative model updates drives through to that need for thoroughness. Our formative assessment should be checking the fidelity of the generative model of our students, not just they can reproduce answers in specific cases. This comes back to your formative action approaches of the teacher planning their formative assessment that will test the establishment of a good high quality generative model update. You encourage predictions of sort of problems / answers a weak or misguided (misconceptions) generative models would might give and ensure these are tested for. The formative assessment has to kind of probe around the boundaries, prod the potential weak points. Its important that any formative assessment can discriminate between high fidelity generative models and weaker ones. This should not be complex, because the design of the instruction should have considered this and addressed it with things like examples and non- examples NNPPPN, expansion sequences etc. The adaptative action steps planned following the formative assessment should address the quality of the generative model.
I love the 'formative assessment has to kind of probe around the boundaries'. A good teacher has to remain curious about what is on the other side of the border :).
A fantastic post! 🙏Prediction is also a huge part of our formative action approach, where let teachers make predictions before they engage in formative assessment practices
. https://formative-action.com/the-action-oriented-investigation-process/
I love the Formative action work… I am thinking of a future blog on what role formative assessment and resulting action / adaption has through a predictive processing / Active inference lens. I had a bit of discussion with @David Didau about it, he kind of passed it off as not adding to good checking for understanding, and I can see why and to a certain extent agree - good /thorough check for understanding though. For me understanding that we as teachers are trying to get our students to develop effective generative model updates drives through to that need for thoroughness. Our formative assessment should be checking the fidelity of the generative model of our students, not just they can reproduce answers in specific cases. This comes back to your formative action approaches of the teacher planning their formative assessment that will test the establishment of a good high quality generative model update. You encourage predictions of sort of problems / answers a weak or misguided (misconceptions) generative models would might give and ensure these are tested for. The formative assessment has to kind of probe around the boundaries, prod the potential weak points. Its important that any formative assessment can discriminate between high fidelity generative models and weaker ones. This should not be complex, because the design of the instruction should have considered this and addressed it with things like examples and non- examples NNPPPN, expansion sequences etc. The adaptative action steps planned following the formative assessment should address the quality of the generative model.
I love the 'formative assessment has to kind of probe around the boundaries'. A good teacher has to remain curious about what is on the other side of the border :).
I full heartedly agree!