Beginners think differently from experts. It is therefore important to differentiate in this. Students often have to solve 'problems' (calculations, language errors, major issues, etc.). Research has shown that 'experts' in a field (stronger, advanced students) have different prior knowledge than beginners. They are both quantitatively stronger (they know more) and qualitatively stronger (the knowledge is organized differently). This way, they build rich knowledge schemas about problems from different types of contexts and possible solutions. Beginners also possess schemas, but they are less extensive and profound, and therefore less effective. The use of these thinking schemas can sometimes even backfire because beginners look at the superficial characteristics of a problem. Beginners are not just small experts who simply need to know more. It has been shown that what is useful and effective for weaker students works counterproductively for advanced students, and vice versa. This is known in the literature as the expertise reversal effect. Students therefore need an approach where the new knowledge connects to their prior knowledge (see scaffolding). It is therefore important to differentiate at an early stage, for example when reading an assignment, because experts may approach it differently than a beginner. For example, modelling is very useful as it can also give you as a teacher more insight into where students stand and where they might go wrong. It is also important to take this into account during direct instruction. The instruction and guidance that are essential for weaker students can actually hinder advanced students.
Kirschner, P. A., Claessens, L. & Raaijmakers, S. (2018). Op de schouders van reuzen: Inspirerende inzichten uit de cognitieve psychologie voor leerkrachten. Meppel: Ten Brink Uitgevers.
