And yet we expect that learners contribute to the learning. It makes it easier to situate the learning in their world if they build the knowledge without didactic guidance. In fact we are so eager for this that assessment criteria can be based upon contribution of team members. We cannot expect this to be a willing contribution or a happy situation if we deliberately hide critical knowledge until the next or later stages.
Just one comment of “yes, very good but we will deal with this later” was sufficient to stop a forum in its tracks on one course I attended – and it proved impossible to start the forum later on in the course where the author had built in such interaction to support learning. We all suffered from the ‘delayed reveal’.
This doesn’t mean to say that you don’t test what they say they already know; it may have been in a different context, misunderstood or just not what they thought they knew, but you will have the advantage of understanding the current position to make the learning fit the learner.