Since yesterday was Thanksgiving, I’ve been thinking about what teachers and students have to be thankful for in 2020, which has been a bummer by just about every standard you could think of. At the risk of sounding like a Pollyanna, I’m going to suggest that between now and Christmas, teachers ask students to identify something they’re glad they learned this fall in their classes. What students learned may have little to do with the course content, but a great deal to do with students’ attitudes toward learning in general and academic learning in particular.
Let me tell you a story.
Although I was a psychology major as an undergraduate, the class in which I learned most about psychology wasn’t a course in psychology. It was a course in algebra. The professor had chosen a newly published program-instruction text in which we were to learn bit by bit how to do algebraic calculations.
I worked hard and got a C on the first test. Unsatisfied with a C, I got tutoring from my roommate, a chemistry major, and from the math major down the hall.
I got a D on the second test.
I redoubled my effort. My roommate and the math major helped. The professor gave me additional help.
I failed the final exam.
Programmed instruction isn’t how I learn best. I’m someone who learns best when I start out knowing what I’m supposed to learn and why that knowledge is important. What I got in the algebra course was procedures without any context about what they were used for.
That algebra course was undoubtedly the most significant academic course I’ve ever taken. It taught me the importance of initially teaching students a subject using methods that fit the way they learn best. After college when I was hired to write instructional materials, I understood the importance of making sure that I provided both the big picture for learners like myself and step-by-step instruction for learners like the others in my algebra class who got the big picture by assembling the fragments.
What’s the story got to do with you?
This fall you may have some students in your classes who stumbled through distance learning the way I blundered through algebra. You can’t undo the unhappiness that students may have experienced because of the unfamiliar and, for some, unsuitable technology. You can, however, ask students to identify something they learned about themselves, and particularly about how they learn, that will be useful to them in the future.
I suggest you have students write about what they learned in 2020 about how they learn best. Ask them to reflect on how well their learning strengths and weaknesses fit the technologies they were required to use for classes. And, most importantly, ask them to identify one way they can turn what they learned—even if they hated every minute of their learning time—to their benefit in the future.
You, dear teacher, might benefit from doing the same writing assignment as your students.
©2020 Linda G. Aragoni