When to let learners struggle

By: Annie Murphy Paul
http://anniemurphypaul.com/2014/02/when-and-how-to-let-learners-struggle/ 
Posted: Monday, February 24th 2014

“Let them eat cake,” said Marie Antoinette. Should teachers, parents, and managers say of the learners in their charge, “Let them struggle”?

Allowing learners to struggle will actually help them learn better, according to research on “productive failure” conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur’s investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge—providing lots of structure and guidance early on, until the students or workers show that they can do it on their own—makes intuitive sense, it’s not the best way to promote learning. Rather, it’s better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.

In a recent study published in the Journal of the Learning Sciences, Kapur and a co-author, Katerine Bielaczyc, applied the principle of productive failure to mathematical problem solving in three schools in Singapore. With one group of students, the teacher provided intensive “scaffolding”—instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems.

Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.

The struggles of the second group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.

In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the salutary effects of an idea that flops or a start-up that crashes and burns. So, he says, we need to “design for productive failure” by intentionally managing the way learners fail.

Kapur has identified three conditions that promote a beneficial struggle. First, choose problems to work on that “challenge but do not frustrate.” Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems.

By allowing learners to experience the discomfort of struggle first, and the triumph of understanding second, we can ensure that they have their cake and eat it, too.

D is for Dedication

This excerpt is taken from: D is for Dedication 
By: Aimee C. Kimball, PhD

www.usaswimming.org/ViewMiscArticle.aspx?TabId=1555&Alias=Rainbow&Lang=en-US&mid=9332&ItemId=4461

Knowing how to be fully dedicated to something is a very important life skill to have. If you don’t ever learn what it means to give 100%, how will you know if you can be successful outside of swimming? There are many reasons why athletes do not fully commit to their sport, some are completely understandable (involvement in other activities) while others need to be overcome (laziness, don’t want to make the sacrifices). Some athletes are at a stage where they just swim for fun rather than the competition, so giving 100% to swimming isn’t important to them. Whatever your current reason for not being fully dedicated, make sure you are still maximizing your commitment level given varying priorities. What I mean is, if you sign up for a swim team, know what is required and maintain that commitment. If you are not willing to put forth the effort that the team requires, there might be a better team for you because you are likely to end up unhappy if you are on a highly-competitive team but you aren’t a highly competitive person. If you find a team that matches your motivation, you will most likely enjoy the sport more and be able to match your dedication level to that of your teammates. I caution you not to sell yourself short though. Some people don’t want to be on a competitive team because they don’t believe the “extreme” swimmers can have any fun. However, the majority of people who give 100% love the sport and find most of it enjoyable. They find the fun in knowing they are getting better, pride in the hard work they put in and excitement in beating someone new or in getting a PR in a race.

Levels of Dedication

§  No Dedication: Showing up at practice when I feel like it.

§  Minimum Dedication: Showing up to mandatory practices.

§  Moderate Dedication: Working hard at mandatory practices and some optional practices.

§  High Dedication: Working hard at all available practices and doing a little bit extra outside of the pool

§  Total Dedication: Working hard at all available practices and doing everything you can outside of the pool (mental training, nutrition, strength/flexibility training…)

If right now you are moderately dedicated to your sport but really want to become a better swimmer, you do not have to totally dedicate yourself to swimming and make your life revolve around it. In order to see some improvement, you just have to do a little bit more than you are now. Maybe you don’t have time for extra training, but you may be able to read the latest articles in Splash magazine or watch an instructional video on YouTube . To become the best swimmer you can be and to truly reach your potential, you do need higher levels of dedication, which include out-of-pool activities. Ultimately, you have to choose your own dedication level, which should be based on your ultimate goals and willingness to make sacrifices. Olympic dreams require more than moderate dedication, while participating on a high school team may not. It’s up to you whether you want to see how good you can be, but your potential in the pool can only be met through consistent dedication. Dedicating yourself to a sport is about working to accomplish something and putting in the effort necessary to meet the challenge. It is much more disappointing to finish a race with a less-than-ideal time and think to yourself, “If only I did a little more” than to finish and say “I gave it all I had.”

Dedication Decoded

Someone once told me that “Dedication is when you are bent over, drenched in sweat, just about to pass out, and then you smile.” I think there’s some truth in the idea that dedication is about pushing your limits and still enjoying the process. If you can get yourself and your team to do that, you know they have the dedication necessary to succeed.                     

Make it Great!