Explicit instruction is often more effective than learner control and discovery learning.
Novice learners benefit from guidance and explicit instruction to develop metacognitive skills and content knowledge.
Deep dives
Explicit Instruction vs. Discovery Learning
The podcast episode discusses the author's shift in perspective towards explicit instruction after reading a seminal article by Paul A. Kirschner about the failure of constructivist and inquiry-based teaching methods. The author questions whether the focus on learner control and discovery learning is more effective than explicit instruction. They ponder the importance of explaining concepts upfront and the potential harm in overwhelming students' working memories. The episode explores the need for a balance between flashy and innovative teaching methods and the importance of teaching novices in a way that aligns with how experts construct knowledge.
The Limits of Self-Regulated Learning
Paul A. Kirschner emphasizes that self-regulated learning is not suitable for novices due to their limited knowledge and lack of metacognitive skills. He argues that novices require guidance and explicit instruction to effectively monitor and manage their learning. Shifting the locus of control to learners without the necessary knowledge and skills is ineffective and can lead to frustration and wasted time. Kirschner compares self-regulated learning for novices to navigating an unfamiliar city without a map or knowledge of the local language. Learners need the support and expertise of teachers to develop the necessary content knowledge and metacognitive abilities for self-regulated learning.
Collaborative Learning: Complex Tasks and Team Formation
Collaborative learning can be effective in certain pedagogical situations, but it requires careful task design and team formation. Complex tasks that necessitate different specializations benefit from heterogeneous teams that bring diverse expertise. However, for tasks that are mono-disciplinary, homogeneous teams with shared knowledge are more suitable. Kirschner emphasizes the importance of establishing a cohesive team with clear norms and goals. He cautions against expecting learners, especially novices, to effectively collaborate without the necessary prerequisite knowledge. Collaborative learning should be seen as a valuable approach in specific contexts, rather than a universally superior learning method.
Shifting Locus of Control and Imparting Expertise
Kirschner advocates for teachers to maintain the role of experts and impart their knowledge to novices. Shifting the locus of control entirely to learners overlooks their limited knowledge and ability to effectively regulate their own learning. Teachers play a crucial role in helping learners develop content knowledge and metacognitive skills necessary for meaningful learning. Drawing on the analogy of doctors who need extensive medical knowledge, Kirschner emphasizes the necessity for teachers to possess pedagogical content knowledge and an understanding of how learners construct knowledge. Promoting the growth of experts through professional development and providing explicit instruction are fundamental to effective teaching and learning.
In this episode of the Progressively Incorrect podcast, I had the pleasure of speaking with Paul A. Kirschner. Paul is Emeritus Professor at the Open University of the Netherlands as well as Guest Professor at the Thomas More University of Applied Sciences in Antwerp, Belgium. He is the author of several books, including How Learning … Continue reading S2E1: Paul A. Kirschner on Minimally Guided Instruction and Cognitive Load
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