Chapter 2:
Getting Students to Do the Work
Getting Students to Do the Work
Why Students May Not Want to Do the Work:
Depending on their previous educational experiences, students may not be prepared for the personal accountability and increased workload that learner-centered teaching requires. Just like with any change, students may react with resistance or even hostility (Doyle, 2011).
Depending on their previous educational experiences, students may not be prepared for the personal accountability and increased workload that learner-centered teaching requires. Just like with any change, students may react with resistance or even hostility (Doyle, 2011).
Scaffolding:
A Way to Provide a Framework for Learning:
Scaffolding is an educational practice in which the teacher provides a temporary framework for learning. By stating clear directions and expectations, the students have more motivation are less frustrated, and learn more efficiently (MacKenzie, 1999). In order to whet the students' appetite for knowledge, expectations are also structured to fit into the zone of proximal development (ZPD), which is the difference between what the learner can do without help and with help (Perry, 2002).
Proper scaffolding gives students enough help to get going and assists if they are struggling too much, but still allows the students to struggle moderately. Remember, "he who does the work does the learning" (Doyle, 2008). If the students don't have to put effort into understanding the content or the expectations of the assignments, then they won't master the content. It's also important that students are able to see their progress in mastering the content so that they don't give up (Zull, 2002).
A Way to Provide a Framework for Learning:
Scaffolding is an educational practice in which the teacher provides a temporary framework for learning. By stating clear directions and expectations, the students have more motivation are less frustrated, and learn more efficiently (MacKenzie, 1999). In order to whet the students' appetite for knowledge, expectations are also structured to fit into the zone of proximal development (ZPD), which is the difference between what the learner can do without help and with help (Perry, 2002).
Proper scaffolding gives students enough help to get going and assists if they are struggling too much, but still allows the students to struggle moderately. Remember, "he who does the work does the learning" (Doyle, 2008). If the students don't have to put effort into understanding the content or the expectations of the assignments, then they won't master the content. It's also important that students are able to see their progress in mastering the content so that they don't give up (Zull, 2002).
The Emporium Model: Helping Students to Try It on Their Own
The challenge of each learning situation is to keep students motivated and interested without leaving anyone behind. One successful strategy is The Emporium Model of math instruction developed at Virginia Tech University, which has been successfully replicated at multiple universities (Doyle, 2011). The Emporium Model increased student learning while also reducing cost of instruction (Williams, 2005). The model:
The challenge of each learning situation is to keep students motivated and interested without leaving anyone behind. One successful strategy is The Emporium Model of math instruction developed at Virginia Tech University, which has been successfully replicated at multiple universities (Doyle, 2011). The Emporium Model increased student learning while also reducing cost of instruction (Williams, 2005). The model:
- Uses compter technology to allow students to progress at their own pace through the material and provides practice quizzes. They receive personalized assistance only when requested.
- Uses active learning techniques in the classroom.
- Uses just-in-time faculty assistance as students discover answers themselves.
- Uses clear expectations and a comfortable environment to support learning.
SUGGESTIONS FOR IMPLEMENTATION
Scaffolding: Provide a Structure for Learning
Scaffolding is an educational practice in which the teacher provides a temporary framework for learning. By stating clear directions and expectations, the students have more motivation are less frustrated, and learn more efficiently (MacKenzie, 1999).
Ways to provide a scaffold:
Scaffolding is an educational practice in which the teacher provides a temporary framework for learning. By stating clear directions and expectations, the students have more motivation are less frustrated, and learn more efficiently (MacKenzie, 1999).
Ways to provide a scaffold:
- Modeling performance while thinking out loud.
- Pairing advanced learners with developing ones.
- Providing prompts, links, guides, and examples for assignments.
- Fade when appropriate (dismantle the scaffold once the students no longer need it).
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
RESOURCES
Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education. Sterling, VA: Stylus.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
McKenzie, J. (1999). Scaffolding for success. The Educational Journal, (9), 4. Retrieved November 1, 2010, from http://www.fno.org/dec99/scaffold.html
Perry, D.J. (2002). Unit 5: Cognitive development theories. Retrieved November 16, 2010, from http://www.education.indiana.edu/p540/webcourse/develop.html
Williams, M. (2005). A technology-based model for learning. Journal on Systemics, Cybernetics, and Informatics. Retrieved June 8, 2011, from http://www.iiisci.org/ journal/CV$/sci/pdfs/P355312.pdf
Zull, J. (2002). The art of changing the brain. Sterling,VA:Stylus.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
McKenzie, J. (1999). Scaffolding for success. The Educational Journal, (9), 4. Retrieved November 1, 2010, from http://www.fno.org/dec99/scaffold.html
Perry, D.J. (2002). Unit 5: Cognitive development theories. Retrieved November 16, 2010, from http://www.education.indiana.edu/p540/webcourse/develop.html
Williams, M. (2005). A technology-based model for learning. Journal on Systemics, Cybernetics, and Informatics. Retrieved June 8, 2011, from http://www.iiisci.org/ journal/CV$/sci/pdfs/P355312.pdf
Zull, J. (2002). The art of changing the brain. Sterling,VA:Stylus.