The Case for Struggle Douglas Fisher
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
The Case for Struggle
Douglas Fisher
“I don’t want my students to struggle too much.”
“I frontload so that they won’t struggle when they read it.”
“I’m not doing my job if they
don’t understand the text.”
Is there an anti-struggle mentality?
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Teacher-Student relationships: d = 0.72
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Teacher Clarity: d = 0.75
• Teachers know what students need to learn
• Teachers communicate learning intentions to
students
• Teachers and students understand success
criteria
The established
purpose
focuses on
student
learning, rather
than an activity,
assignment, or task.
Three Questions
What am I learning today?
Why am I learning this?
How will I know that I
have learned it?
0.5
Reverse effects Zone of desired effects
High Level of Challenge: d = 0.57
Difficulty v. Complexity
Difficulty
• A measure of effort required to complete a task.
• In assessment, a function of how many people can complete the task correctly.
Complexity
• A measure of the thinking, action, or knowledge that is needed to complete the task.
• In assessment, how many different ways can the task be accomplished.
Easy Hard
Less Complex
Low Difficulty High Complexity
High Difficulty High Complexity
Low Difficulty Low Complexity
High Difficulty Low Complexity
More Complex
Surface
Transfer
Deep
Surface Skill and Concept Development
Surface
Deep
Skill and Concept Development
Connections, relationships and schema to organize skills and concepts
Surface
Transfer
Deep
Skill and Concept Development
Connections, relationships and schema to organize skills and concepts
Self-regulation to continue learning skills and content, applying knowledge to novel situations
Surface Learning is IMPORTANT
Ways to Facilitate Surface Learning
Leveraging prior knowledge (d=0.67)
Vocabulary techniques (sorts, word
cards, mnemonics, etc.) (d=0.67)
Reading Comprehension in Context
(d=0.60)
Wide reading on the topic under
study (d=0.42)
Summarizing (d=0.59)
STUDENT A
• 20 MINUTES PER DAY
• 1,800,000 WORDS PER YEAR
• SCORES IN THE 90TH PERCENTILE ON STANDARDIZED TESTS
STUDENT B
• 5 MINUTES PER DAY
• 282,000 WORDS PER YEAR
• SCORES IN THE 50TH PERCENTILE ON STANDARDIZED TESTS
STUDENT C
• 1 MINUTE PER DAY
• 8,000 WORDS PER YEAR
• SCORES IN THE 10TH PERCENTILE ON STANDARDIZED TESTS
Modeling and Demonstrating
Modeling Comprehension
• Inference
• Summarize
• Predict
• Clarify
• Question
• Visualize
• Monitor
• Synthesize
• Evaluate
• Connect
Word Solving
• Context clues
• Word parts (prefix,
suffix, root, base,
cognates)
• Resources
(others, Internet,
dictionary)
Using Text Structure
• Informational Texts
– Problem/Solution, Compare/Contrast, Sequence, Cause/Effect, Description
• Literary Texts
– Story grammar (plot, setting, character)
– Dialogue
– Literary devices
Using Text Features
• Headings
• Captions
• Illustrations
• Charts
• Graphs
• Bold words
• Table of
contents
• Glossary
• Index
• Tables
• Margin notes
Deep Learning is Also Important
Ways to Facilitate Deep Learning
Concept mapping (d=0.60)
Discussion and questioning
(d=0.82)
Metacognitive strategies
(d=0.69)
Reciprocal teaching (d=0.74)
Deep learning
approaches don’t
work any better at
developing surface
learning than
surface learning
strategies work to
develop deep
understanding.
“Productive Failure
(PF) is a learning design
that entails the design of
conditions for learners to
persist in generating and
exploring
representations and
solution methods
(RSMs) for solving
complex, novel
problems.” Manu Kapur
“The more you struggle and even fail while you are
trying to master new information, the better you’re likely
to recall and apply that information later.”
“Learning from mistakes,
errors, and failure seems
intuitive and compelling.
Everyone can relate to it.
But if failure is a powerful
learning mechanism,
why do we wait for it to
happen? Why can’t we
design for it, understand
how and when it works?
What if designing for
failure while learning a
new concept or skill could
result in more robust
learning?”
Transfer
“The ability to transfer is
arguably the long-term aim of all
education. You truly understand
and excel when you can take
what you have learned in one
way or context and use it in
another, on your own.” McTighe & Wiggins, 2011
Ways to Facilitate Transfer
Reading across documents
to conceptually organize
(d=0.85)
Formal discussion, including
debates and Socratic
seminars (d=0.82)
Problem-solving teaching
(d=0.61)
Extended writing (d=0.43)
The right approach, at
the right time, for the
right type of learning.
LEARNING
Related Documents
