Chapter 2: Getting Students to Do the Work
"SMART" Learning Objectives:
By the end of this section, you will be able to:
- Describe some strategies you can employ to encourage students to do the work of learning themselves
- List some barriers you might encounter when implementing active learning.
Chapter Summary:
Why do students resist doing the work of learning?
The majority of students are used to learning by passively listening to lectures , and being asked to actively participate in class can be overwhelming for them. Students may not like the additional effort and time required for learning independently. They may not understand the reason for switching to a novel pedagogical approach when the traditional style worked well for them in past classes (Doyle, 2011).
The majority of students are used to learning by passively listening to lectures , and being asked to actively participate in class can be overwhelming for them. Students may not like the additional effort and time required for learning independently. They may not understand the reason for switching to a novel pedagogical approach when the traditional style worked well for them in past classes (Doyle, 2011).
How do we allow our students to do the work of learning?
An essential element when incorporating active learning in the classroom involves providing adequate faculty guidance initially and gradually allowing students to solve problems on their own as they become more confident. This process is known as scaffolding (Doyle, 2011). Effective scaffolding requires facilitators to identify the zone of proximal development in our students so we can challenge our learners without overwhelming them. The zone of proximal development defines the difference between what students can do on their own and what they need help with accomplishing (Doyle, 2011).
An essential element when incorporating active learning in the classroom involves providing adequate faculty guidance initially and gradually allowing students to solve problems on their own as they become more confident. This process is known as scaffolding (Doyle, 2011). Effective scaffolding requires facilitators to identify the zone of proximal development in our students so we can challenge our learners without overwhelming them. The zone of proximal development defines the difference between what students can do on their own and what they need help with accomplishing (Doyle, 2011).
What are some strategies we can employ in the classroom to encourage students to do the work?
Periodically retesting students throughout the course requires them to revisit new materials thereby reinforcing their neural networks and increasing the chance of long term retention. Similarly providing an online forum where students can access practice quizzes and ask questions frees up class time for more challenging activities. When students create their own concept maps, it allows them to see the big picture and reinforces connections between the new material and what they already know.
Periodically retesting students throughout the course requires them to revisit new materials thereby reinforcing their neural networks and increasing the chance of long term retention. Similarly providing an online forum where students can access practice quizzes and ask questions frees up class time for more challenging activities. When students create their own concept maps, it allows them to see the big picture and reinforces connections between the new material and what they already know.
What are the key take-home points from this chapter?
Employers are looking for students who are capable of working well with others, solve problems, and think independently. Allowing our students to do the work of learning is a great way to build these characteristics in our learners.
Employers are looking for students who are capable of working well with others, solve problems, and think independently. Allowing our students to do the work of learning is a great way to build these characteristics in our learners.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
In our month-long Pathobiology and Therapeutics course for our second year medical students this year, we have switched to a completely lecture-free classroom. Students are expected to master the basics of pathophysiology and pharmacology by completing assigned reading assignments, listening to limited online lectures, and actively participating in class discussions and team based learning sessions.
In our month-long Pathobiology and Therapeutics course for our second year medical students this year, we have switched to a completely lecture-free classroom. Students are expected to master the basics of pathophysiology and pharmacology by completing assigned reading assignments, listening to limited online lectures, and actively participating in class discussions and team based learning sessions.
We have encountered significant resistance from the students in this process since this is the first course in their medical curriculum where they are required to learn independently rather than via faculty driven classroom lectures. Some of the ways we have attempted to overcome student resistance include a thorough orientation at the beginning of the course to explain the research and rationale behind this new teaching methodology. Students are encouraged to visit faculty members, communicate via email, and/or post their questions on a monitored online forum as they try to master the new material.
Suggestions for Implementation:
Some ways we have implemented leaner-centered teaching in our pathology medical curriculum and attempted to overcome student resistance include:
Some ways we have implemented leaner-centered teaching in our pathology medical curriculum and attempted to overcome student resistance include:
- Building a good relationship with our student body by being available to questions at all times, and taking the time to answer any questions posted online promptly.
- Showing our students the data behind learner-centered teaching including the fact that active learning is key to long-term knowledge retention which is essential to their development as physicians.
- We carefully monitor student expressions and attitudes during our active learning session to ensure that their questions and concerns are addressed promptly.
- While students are given a very detailed orientation to the class with an extensive list of learning objectives initially, we gradually decrease the amount of faculty input into the learning process as the course progresses to encourage our students to think independently. All questions are answered within 24-48 hours of being posted online, but we try to encourage students to respond to each other before jumping in as faculty.