Step 1 - Identify a Bottleneck to Learning
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- Last edited 4 years ago by Peter Lohse
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Identifying a bottleneck to learning is the first step in the seven steps of Decoding the Disciplines.
decodingthedisciplines.org
- ↑ Decoding the Disciplines begins by identifying a particular place in a course (or in a series of courses) where significant numbers of students are unable to adequate perform essential tasks. It is generally better to be explicit about the nature of the problem and to focus on the task that students are unable to carry out.
Here are examples of productive and unproductive ways to complete this step:
1. English Vague: Students cannot interpret texts. More Useful: “Students in literature classes have a particular problem in the basic approach to textual interpretation. Students forever want to go directly to interpreting a text without first getting a good grasp of a text’s content. They need to observe before they interpret, but they are constantly skipping a thoughtful observation stage. Skipping this stage leads to poor interpretations.” (This observation is specific enough and provides enough information that it can serve as a starting place for the analysis of the bottleneck.) Tony Ardizzone, Fritz Breithaupt, and Paul C. Gutjahr. 2004. “Decoding Humanities.” In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, (New Directions in Teaching and Learning, Vol. 98), 67-73, edited by David Pace and Joan Middendorf, 45-56.
2. Biology Vague: Students have difficulty moving from fact learning to a deeper understanding of biological processes More Useful: Students have difficulty visualizing chromosomes, appreciating the distinction between similar and identical chromosomes (i.e., homologs and sister chromatids), and predicting their segregation patterns during mitosis and meiosis. Miriam Zolan, Susan Strome, and Roger Innes (2004). Decoding Genetics and Molecular Biology. In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, (New Directions in Teaching and Learning, Vol. 98), 67-73, edited by David Pace and Joan Middendorf, , 23-32. It is important to focus on specific tasks that many students find difficult and to avoid beginning with moral judgments (students just don’t care) or general cultural theories (electronic media are corrupting the learning process). It is generally more productive to concentrate on the specific places where students get stuck and to try to understand the nature of the problem. The obstacles to learning come in two varieties, and somewhat different strategies are needed to deal with each.[1]