Chapter 5: Who Are Our Learners and How Do We Get To Know Them Better?
"SMART" Learning Objectives:
By the end of this section, you will be able to:
- Analyze the differences between students in a fixed mind-set and those in a growth mind-set.
- Design strategies to help your students transition to a growth mind-set.
- Determine some ways to incorporate relationship-driven teaching in your instruction.
Chapter Summary:
Why should we get to know our students?
A rewarding aspect of teaching for most educators involves positively influencing the professional growth of our students. Establishing a nurturing and supportive teaching environment where students feel safe expressing their learning problems requires mutual trust and respect between teachers and learners. Making the effort to know our students makes the learning process more enjoyable and effective for everyone involved.
A rewarding aspect of teaching for most educators involves positively influencing the professional growth of our students. Establishing a nurturing and supportive teaching environment where students feel safe expressing their learning problems requires mutual trust and respect between teachers and learners. Making the effort to know our students makes the learning process more enjoyable and effective for everyone involved.
What is the difference between a fixed and a growth mindset?
Research studies by Carol Dweck have shown that students' views of their intelligence and ability play a key role in determining the amount of effort they are willing to invest in their learning (Doyle, 2011). Students in a fixed mind-set see intelligence as a fixed quantity which they cannot control. Students in a fixed mind-set believe that because they have a fixed amount of intelligence, working hard will not result in improved learning. Those in a growth mind-set on the other hand, understand that the brain is capable of adapting to new information, and see poor performance as something they can work on improving.
Research studies by Carol Dweck have shown that students' views of their intelligence and ability play a key role in determining the amount of effort they are willing to invest in their learning (Doyle, 2011). Students in a fixed mind-set see intelligence as a fixed quantity which they cannot control. Students in a fixed mind-set believe that because they have a fixed amount of intelligence, working hard will not result in improved learning. Those in a growth mind-set on the other hand, understand that the brain is capable of adapting to new information, and see poor performance as something they can work on improving.
How does a student's mindset affect his or her learning?
Students in a fixed mind-set view their test performance as a reflection of their intelligence rather than their grasp of the specific material tested. Therefore, a student in a fixed mind-set will not see the point of working hard to learn or be willing to expose their lack of knowledge in a class discussion.
Students in a fixed mind-set view their test performance as a reflection of their intelligence rather than their grasp of the specific material tested. Therefore, a student in a fixed mind-set will not see the point of working hard to learn or be willing to expose their lack of knowledge in a class discussion.
Students in a growth mind-set understand that intelligence is not a fixed quantity and regardless of their past performance, they can always improve their current performance by working hard at mastering the material. They tend to see poor test performance as a challenge to learn from rather a reflection of their self worth. As educators, it should be our goal to help students in a fixed-mindset transition to a growth mind-set. We can do this by creating a safe classroom environment, discussing the research findings showing that intelligence is not a fixed quantity, providing constructive feedback, discussing new learning strategies, and emphasizing to students that their test performance does not reflect their intelligence or future potential.
How do we build better relationships with our students?
Learner-centered teaching revolves around students trusting instructors to challenge them without overwhelming their abilities to learn. This trust can only be developed when educators take the time to establish positive relationships that enhance student learning. Some strategies for improving our teaching relationship with students include letting them know we have their best interests at heart, being supportive and encouraging when communicating with them, giving them choices in determining their learning process, and avoiding negative reactions to student behavior as much as possible.
Learner-centered teaching revolves around students trusting instructors to challenge them without overwhelming their abilities to learn. This trust can only be developed when educators take the time to establish positive relationships that enhance student learning. Some strategies for improving our teaching relationship with students include letting them know we have their best interests at heart, being supportive and encouraging when communicating with them, giving them choices in determining their learning process, and avoiding negative reactions to student behavior as much as possible.
What are the key take-home points from this chapter?
Teaching is about more than conveying new information. Effective teachers know their students, take the time to establish a caring and supportive classroom environment, and encourage students to achieve their learning potential.
Teaching is about more than conveying new information. Effective teachers know their students, take the time to establish a caring and supportive classroom environment, and encourage students to achieve their learning potential.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
I really identified with the concepts discussed in this chapter. I have personally encountered "old-school" physician educators in my training who believed in teaching by criticism and embarrassment, and can attest to the negative consequences of their teaching strategies on the confidence of new residents and medical students. We also had instructors who were understanding of human frailties and compassionate towards their students and patients who significantly impacted our specialty choices. While the old-school instructors may be effective at conveying the information they wish their students to learn, it is the instructors who care about their learners who become life-long mentors and influence their students' professional growth.
I really identified with the concepts discussed in this chapter. I have personally encountered "old-school" physician educators in my training who believed in teaching by criticism and embarrassment, and can attest to the negative consequences of their teaching strategies on the confidence of new residents and medical students. We also had instructors who were understanding of human frailties and compassionate towards their students and patients who significantly impacted our specialty choices. While the old-school instructors may be effective at conveying the information they wish their students to learn, it is the instructors who care about their learners who become life-long mentors and influence their students' professional growth.
Suggestions for Implementation:
Here are some ways I have attempted to build better teaching relationships with my students:
- I always start a new class by introducing myself and letting students know how to get in touch with me. My office is always open to students unless there is an emergency.
- I have given my residents a choice in the textbook they wish to use for dermatopathology education this year, and we openly discuss any learning challenges they encounter periodically.
- The most important strategy I have developed is just listening to students and paying attention to their body language during class. I talk to the students separately who seem confused or annoyed following the session to address their challenges.