- Locus of Attention – Feedback can draw the student’s attention towards something that matters for their learning.
- Motivation – You can ask a student to do something that they otherwise wouldn’t do.
This is interesting, and I think I buy it, but I think we can make this more specific and actionable. Here’s my proposal, which is really just breaking down the two ideas above:
Hints can promote learning in five ways:
- Redirect attention to features of the problem (What is it saying?)
- Redirect attention to student knowledge (What do I know?)
- Redirect attention to student cognition (How am I approaching it?)
- Promote students’ beliefs in their mathematical efficacy (I think I can solve it)
- Provide missing information (I know what I need to solve it)
This is from Dylan, and it’s such a great start. One piece of work that we need to do is get clearer on what we mean by “promote learning.” I think we probably need to make a basic distinction here too, and I’ll start by distinguishing two different goals that I have with hints.
- Promote learning, in the moment – It’s during problem solving, and I see an opportunity for the student to learn. (e.g. this)
- Preparation for future learning – We’re going to have a follow-up activity, or a whole-group conversation, and in order to participate in that opportunity to learn the student will have to notice certain problem features.
A lot to think about with Dylan’s post. I’m going to stew on it for a while.