The Teaching Cognitive Triad and the Influence on Inverse Design, Formative Assessment and Differentiated Teaching

Abstract

The daily teaching activity can be abstracted through the use of the category called "Cognitive Triad" (CT), which incorporates the pedagogical use of the Inverse Design (ID), Formative Assessment (FA), and Differentiated Instruction (DI) as knowledge. Given these aspects, the study has a dual objective: on the one hand, to describe the CT and its dimensions in teachers, and on the other hand, to examine multinomial logistic models using selected variables a priori. The quantitative study recruited 76 teachers from Huancavelica, Peru, in 2021, who participated in a one-week training session. The participants completed a virtual questionnaire that assesses whether they practice the CT and its dimensions or not. The results were analyzed descriptively, and predictive models based on multinomial logistic analysis were developed to predict the CT and DI variables. The research results indicate the presence of certain types of practice at both the CT level and its dimensions. Additionally, the predictive models for CT and DI had age, employment status, and teaching experience as significant predictors. It was concluded that teachers exhibit different types of practice in the CT and its dimensions, and the presence of predictors that influence them was confirmed. The results are discussed.