Skipping Steps

In A/B/C and the problem with skipping a step from Seth Godin's Blog, Seth Godin states,

“Skipping a step is frustrating and usually futile.”

Many knitters have had the debate on whether they are a process knitter or a product knitter. A process knitter enjoys the process of knitting and likes the different stitches and techniques that are used. They are in no hurry to get to the end of the project. A product knitter likes to get to the end result. They endure the process in order to get the final product, Whenever I start a new project, I’m always anxious to get to the end product. I sometimes get impatient when I have to go through the process of getting to the end. I want the product now. I want to skip the steps I need to take in order to get to the end but if I do that, I won’t get the end result that I want.

I feel that many of my struggling learners feel the same way. They don’t like learning and endure it so that they can get to the end result of graduation. They just want to learn what they need in order to get the necessary credits they need.

I believe it is my job to try to help my students get through the process. If I can find shortcuts or ways to make learning easier for them, it will help make their journey more enjoyable.

One way I can do this is by helping them find their learning style. Are they auditory, visual, or tactile-kinesthetic learners? By finding which style usually works best for them, I can gear my lessons to meet their needs. By insisting that students learn in a style that doesn’t work for them can lead to frustration for everyone.

Sometimes a student will want to skip steps in order to get the end result which usually ends up wrong. If I bake a cake, I need to follow the recipe and not skip any steps or my cake will turn out to be a disaster! Imagine a student learning addition of 2 three-digit numbers and skips the lessons on place value or carrying a number. They will end up with the wrong answer and get very frustrated trying to master the skill.

I try to write out procedures for students to follow when they are learning something new. It is like a recipe for mastering the skill. I tell the students they are going to “cook” a new skill just like learning to cook a new meal. As they learn the skill, they can refer to the procedures until eventually, they won’t need to do that anymore. They will have practiced it enough that they won’t need to look at the recipe. This seems to really help them get through the process easier.

How do you help your students get through the process of learning? Please share.

Photo by Max Harlynking on Unsplash

More than One Answer

In No One Right Answers Anywhere from Actualization, Walter shares,

“Today I’m announcing a game-changer. And once you let it sink in you won’t be able to look back. Ready? Here it is: there is no one right answer. And I’m not just talking about in classroom instruction and achievement assessments. This is bigger than that. There are no one right answers anywhere, at any time, in life.”

There may be times that there is only one right answer such as a math calculation or some known fact. But I feel that there is more than one way to arrive at any given answer and it is my job to help students learn that even though the answer might be important, there are multiple ways to arrive at this answer.

I have such a hard time when I’m helping my students with assignments from other classes. I may not show them the exact way that their teacher did or I’m told that it has to be done exactly the way the teacher showed them. I remember having the same conversation with my parents when they tried to help me with my homework.

When I give an assignment to my students, I make sure that they know there are usually more than one way to come up with the answer. As long as they don’t cheat or copy someone else’s answer, I’m happy with them getting the right answer. I may ask them to explain how they came up with the answer because it might help someone else in the process. But I’m not stuck on one way only. Sometimes I can learn a new way too.

Sometimes the student gets the right answer by luck and when sharing the process, I realize there is a flaw in this process. That opens up the discussion and we try to solve other problems the same way. The students are able to discover that this was more of an exception to the rule rather than a rule for all. I feel that my students learn more by doing this than just hearing me tell them how to solve the problem.

I feel this helps students learn better problem solving skills. They won’t be in school forever and someone won’t be there to always give them the answer. I want them to learn how to work through a process and look at all options. One option is definitely to go to someone else for help and I don’t want them to ever be ashamed of doing that. But I think that option should be the last resort. My students feel so good about themselves when they can solve a problem on their own.

But this is usually a slow process because so many of my students have faced failure. They are afraid to take new risks and fail again. I try to explain to them that getting the wrong answer is not the failure; it is not trying or taking the risk that is the true failure. By getting the wrong answer, it gives us a stepping stone towards success. You can now rule out that answer and work towards a better one.

I encourage students to solve the problem but if they have trouble, I share my way of solving the problem. Then I encourage them to look for other ways that this can be solved. They are so proud of themselves if they can find a new way. I think learning this skill will be important to making them successful in life.

How do you feel about having only one right answer?

Image: 'The CNCC'
http://www.flickr.com/photos/95572727@N00/6232093469
Found on flickrcc.net