“We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. It’s better to allow that confused, confounded feeling to last a little longer—for two reasons. First, not knowing the single correct way to resolve a problem allows us to explore a wide variety of potential explanations, thereby giving us a deeper and broader sense of the issues involved. Second, the feeling of being confused, of not knowing what’s up, creates a powerful drive to figure it out. We’re motivated to look more deeply, search more vigorously for a solution, and in so doing we see and understand things we would not have, had we simply been handed the answer at the outset.”
As I discussed in a previous post, this is a new mental model for some teachers. They will have to unlearn the “my job is to make learning easy” model and adopt the “it’s OK if students are confused” model. The main issue I see with this is that sense of loss that teachers will feel – a loss of feeling needed, a loss of feeling like they are “teaching” if they’re not the ones in the front of the room leading every single minute of class time and marching students through a series of steps and activities that make logical sense to us but where the students are going through the motions, not making connections because all of the thinking has been done for them.
What we have to remember is that learning doesn’t happen when we’re the ones talking at students; students can only learn when they’re doing the work of learning. And that work involves setting up those confusing mysteries, student dialogue, mistake-making experiences that students have to do and explore.
That work happens outside of the classroom. Inside the classroom, students are doing the work rather than watching teachers do their jobs, encountering confusion and learning deeper in the process.
It’s a lot of work for both students and teachers – but, again, it’s not supposed to be easy. It’s supposed to be worth it.