Cognitive Demand
We ask a lot of our students every day, both socially and
academically. We have high standards that we expect the students to reach every
day. We ask challenging questions, but are the students answering the questions
or are we? Learning happens when there is “productive struggle.” Students need
to be able to problem solve and allowing them to struggle encourages them to do
just that! We, as teachers, need to ensure we are giving them the opportunity
to problem solve.
We need to teach our students that it is ok for concepts or
tasks to be difficult; it is how we react to the challenge that can define who
we are as a learner. We support our students and guide their thinking while
they are grappling with problems, but how do we start the journey without
giving away the answer?
There is an idea that you need to address preconceptions the
students have about a concept. I was able to witness this in a classroom a few
weeks ago.
A teacher was working with students on the different types of taste.
She asked her students what things could taste like. The students responded
with things like sweet, salty, sour, and savory. One student just happen to say
she loved salty treats. The teacher asked her what her favorite salty treat
was, the student stated Lemonheads. The teacher stopped and discussed with the
students what types of foods were sweet, salty, sour, and savory that they
already knew about. There were several misconceptions that the students had
about some of their favorite foods. The teacher took the time to correct these
before moving on to the lesson.
I brought this concept up to a teacher last week, when we
were discussing her lesson. The idea that students might be struggling because
they had preconceptions about doubles. The teacher thought about it and stated,
“That would make sense. He keeps adding 2 to everything. I bet he thinks that
is how we double. Counting by 2.”
Knowledge does not transfer on its own. We have to help
students make connections between the skills and other tasks in order for them
to see how to use the skills. We cannot teach students how to problem solve in
math and say they can now problem solve arguments with their friends. We have
to help them see these connections. I have been asking students this year how
they will be using the skill they are practicing right now in class later. The
responses I am getting are varying:
-
“We are going to be able to use this in our
writing.”
-
“She hasn’t told us yet.”
-
“This will help us do better on future tests.”
-
“I will be able to do math faster, when I have
my facts.”
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“I will be adding more detail to my writing.”
-
“If I can use a number line correctly, I can do
my math problems faster.”
-
“When I am thinking about telling on someone, I
think should I? Am I a Danger Ranger?”
-
“So I can help my kids with their homework one
day.”
Students are not always sure as to
the importance of what we are teaching them. Sometimes they even make
connections that we do not see. Are we giving them the time to grapple with
tough concepts in order to understand the importance and to find their own connections?
As we
go into the last leg of this semester, will you allow your students to
struggle?
