> You and I may prefer 20 problems that practice straight subtraction, but that's not what the science says is actually the most effective learning strategy.
Hi, I'm an pedagogue and a licensed teacher. Another way to phrase that, is that humans tend to find repetitive tasks overwhelming and boring. Got a load of dishes you have to do? I bet most people feel right at home in that gnawing urge to postpone that mundane and monotonous task. I mean how many times haven't you sat there with a really dull chore and started daydreaming until someone snapped you out of it?
The fact is, humans need variety, but more importantly we need a sense of agency. You kinda lose that when you're forced to do something repetitive over and over, and so naturally it's not a very effective way to learn or teach.
If you're faced with repeating something 20 times, even with slight variations; first off it's overwhelming, and second if you feel that it's forced on you, then you lose agency. In other words, you're no longer the owner of the task. In turn that means you're no longer in control, so why would you slave away for that "evil" tutor over there? This is why repetition isn't very effective pedagogically speaking, because worst case it can even create antipathy towards you or the task you're trying to teach.
On the other hand, it's exactly repeating something over and over that makes you master it, though... But how can you master a thing when it's too bloody boring to learn in the first place? Enter motivational strategies! And tactics to heighten morale.
This is explains why you may prefer solving 20 problems that practice straight subtraction, because you're already motivated for it, and then it's easy. But when you're dealing with an entire class of pupils, you have to make sure as many of them as possible feel the same way about those tasks, or they'll fall behind. And so, at the most basic level, teachers need to vary their approach to a topic in order to effectively teach it. This means finding new ways, new angles, to look at a problem, and make sure you get some variety in between, so the thing doesn't become boring. Meanwhile, if you already know that your pupils are very motivated, you can get away with more straight repetition.
> But when you're dealing with an entire class of pupils, you have to make sure as many of them as possible feel the same way about those tasks, or they'll fall behind.
One reason this topic is hard to talk about, I think, is that, "what is best for my kid" and "what is the best strategy for a roomful kids from various backgrounds" are often not the same thing; in fact, they can be in direct opposition to one another. Educators think about the latter, naturally, but parents think primarily about the former.
Hi, I'm an pedagogue and a licensed teacher. Another way to phrase that, is that humans tend to find repetitive tasks overwhelming and boring. Got a load of dishes you have to do? I bet most people feel right at home in that gnawing urge to postpone that mundane and monotonous task. I mean how many times haven't you sat there with a really dull chore and started daydreaming until someone snapped you out of it?
The fact is, humans need variety, but more importantly we need a sense of agency. You kinda lose that when you're forced to do something repetitive over and over, and so naturally it's not a very effective way to learn or teach.
If you're faced with repeating something 20 times, even with slight variations; first off it's overwhelming, and second if you feel that it's forced on you, then you lose agency. In other words, you're no longer the owner of the task. In turn that means you're no longer in control, so why would you slave away for that "evil" tutor over there? This is why repetition isn't very effective pedagogically speaking, because worst case it can even create antipathy towards you or the task you're trying to teach.
On the other hand, it's exactly repeating something over and over that makes you master it, though... But how can you master a thing when it's too bloody boring to learn in the first place? Enter motivational strategies! And tactics to heighten morale.
This is explains why you may prefer solving 20 problems that practice straight subtraction, because you're already motivated for it, and then it's easy. But when you're dealing with an entire class of pupils, you have to make sure as many of them as possible feel the same way about those tasks, or they'll fall behind. And so, at the most basic level, teachers need to vary their approach to a topic in order to effectively teach it. This means finding new ways, new angles, to look at a problem, and make sure you get some variety in between, so the thing doesn't become boring. Meanwhile, if you already know that your pupils are very motivated, you can get away with more straight repetition.