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Version of 09:12, 1 October 2020 by Peter Lohse
Difference between revisions of "Emotional Bottleneck"
Peter Lohse (talk | contribs) (Created page with "<span>A bottleneck with an emphasis on a negative emotional reaction to the content of the lecture or the methods used. A bottleneck can also be Cognitive Bottleneck|cog...") (Tag: 2017 source edit) |
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| − | <span>A [[bottleneck]] with an emphasis on a negative emotional reaction to the content of the lecture or the methods used. A bottleneck can also be [[Cognitive Bottleneck|cognitive]].</span> | + | <span>A [[bottleneck]] with an emphasis on a negative emotional reaction to the content of the lecture or the methods used. A bottleneck can also be [[Cognitive Bottleneck|cognitive]].</span><ref>In other cases students’ difficulties revolve less around cognitive difficulties, than around the negative emotional reactions of students to either the processes of the course (e.g. students are upset that the work in this course does not match what they did in high school courses in the discipline) or to its subject matter (e.g. some of the findings in the discipline are at odds with things students were taught as they were growing up). This second set of emotional bottlenecks will be dealt with in step 4 of the Decoding process. |
| + | Once the bottleneck has been clearly defined, it is necessary to systematically explore the nature of the problem. In the case of cognitive bottlenecks this involves systematically making explicit the mental operations that students must master to get past the bottleneck. If the problem seems more emotional, one can proceed to Step 4 of Decoding in which the origins of such resistance to the learning process is examined. In some cases there may be both cognitive and emotional bottlenecks to learning.[http://decodingthedisciplines.org/step-1-identify-a-bottleneck-to-learning/]</ref> | ||
| − | + | == References == | |
| − | + | <references /> | |
Latest revision as of 11:20, 25 November 2020
A bottleneck with an emphasis on a negative emotional reaction to the content of the lecture or the methods used. A bottleneck can also be cognitive.[1]
References
- ↑ In other cases students’ difficulties revolve less around cognitive difficulties, than around the negative emotional reactions of students to either the processes of the course (e.g. students are upset that the work in this course does not match what they did in high school courses in the discipline) or to its subject matter (e.g. some of the findings in the discipline are at odds with things students were taught as they were growing up). This second set of emotional bottlenecks will be dealt with in step 4 of the Decoding process. Once the bottleneck has been clearly defined, it is necessary to systematically explore the nature of the problem. In the case of cognitive bottlenecks this involves systematically making explicit the mental operations that students must master to get past the bottleneck. If the problem seems more emotional, one can proceed to Step 4 of Decoding in which the origins of such resistance to the learning process is examined. In some cases there may be both cognitive and emotional bottlenecks to learning.[1]