Thirsty for a Strong Instructional Practice?
Remember when you were a teenager and your parents asked you to do something, and you asked why, only to be told, “Because I said so!” Remember how INFURIATING that was?
Other than the general teenaged angst factor, the reason that this response was maddening was because it was not embedded in an explanation as to why they were asking us what they were asking us. Explanations of the “why” allows students to find purpose in action, and helps students to make meaning of the world and of their place in it— lack of clarity around the “why” provokes the exact opposite response.
Take a SIP of this: Explaining the “Why”
Understanding the “why” is incredibly important in higher education, where many students struggle to find their place, achieve a true sense of identity and belonging, and encounter the reasons to keep going when the going gets tough. Embedding the educational experience in meaning and reason can also be a powerful method of fostering equity for students who are not familiar with the words and actions of the college experience: understanding the “why” of college is often dependent on cultural capital that many first-generation students or students from under-served high schools lack, so explaining “why” can help to level the playing field. To provide clarity and meaning for students: * The most basic place to start providing the “why” is in your syllabus. Make sure to connect every listed assignment or grading category to the course outcomes. By overtly connecting action to outcome, the “why” becomes obvious very quickly.
* Every time you ask your students to do or produce something, make sure to contextualize the request in meaning.
Instead of: Today is Tuesday, finish this assignment by Thursday.
Try: I realize that this assignment involves a lot of reading and writing in a short amount of time, but in order to get the most out of the cool activity I have planned for Thursday, it is important that you have learned this material by the time we begin.
* Connect students’ academic experience to their career goals. For most MSU Denver students, college is a means to a professional future. Help students to see how the skills they gain in general studies courses will help prepare them for internship experiences and post-graduate work. * Whenever possible, encourage students to perform self-reflection, either independently or as part of your course curriculum. Journaling or writing about experiences, challenges and growth can help students to see why they are in college.
To develop students’ critical thinking skills:
* Instead of overtly explaining the “why” to your students, ask them to tell you why they think you are requiring them to do something. The dialog that ensues can be very interesting! As a corollary, ask students how they think a certain assignment or activity applies to their daily lives. * Invite authentic feedback and dialog around the “why.” Explain your reasons to students and ask them what they think about your reasoning. Be prepared to receive their criticism with an open mind, and perhaps alter your course structure or pace to accommodate their reactions.
* Allow students to reject your interpretation of the “why.” This is an important step in the development of strong self-advocacy skills. Let them try this out in the safe space of your classroom! Help them to find an appropriate way to meet the outcomes and find meaning in the work.
Students may ask: “Why do I have to write a term paper for the final project? Isn’t there another way to show that I know the material?
You could answer: What other ways do you have in mind to show me that you are meeting the outcomes for this course? Let’s discuss an alternative assignment structure.
* Universal Design for Learning (UDL) is an effective way of designing courses that incorporates differentiation and support into the structure of the course. If your class is universally designed, students should be able to self-advocate by choosing the means of representation, engagement, and expression that best fit their interests and learning style. For more information on UDL, go to The Well and check out other SIPs on the topic.
To get to the student’s “why” and, perhaps, prevent frustration for yourself:
* Never assume. Instead of pointing out negative behavior with an accusation, ask your students why they are behaving in a certain way, connect that behavior to implications, and then offer support. Instead of approaching students with the energy of accusations, you will be approaching them with the energy of assistance.
Instead of: You miss too much class and you are going to fail/get a lower grade.
Try: I notice you frequently miss class. When you are not in class, you miss activities and information that can help you succeed. Is there something I can do to help you attend class more regularly?
* When you ask your students “why,” be prepared to refer them to the appropriate resources that will support their answer. Roadways, Counseling Center, Health Center, academic programs.
* Remember that the academic and the out-of-the-classroom “whys” might be at odds. For example, a student might not be doing the reading in your class because their financial aid for the semester is not resolved, and this is stressing them out or causing them to have to work extra hours. You may think a student seems “lazy” or disengaged, but they might be having serious trouble at home, be suffering from food insecurity, or any other number of reasons that prevent strong performance. Remember to consider the entire student, not just their relationship to your content or class.
Whenever you feel like you are at the end of your patience, remember the most important WHY of all: Why are you here? For the students! Exploring meaning and purpose with them will truly change their lives.
Still Thirsty? Take another SIP of Explaining the “Why” * Why We Need To Know Why. https://www.psychologytoday.com/us/blog/happiness-in-world/201011/why-we-need-know-why
* On finding purpose: 7 Strange Questions That Help You Find Your Life Purpose. https://markmanson.net/life-purpose
* An awesome article about education theorist Lisa Delpit’s work on how “decoding” the educational experience can foster equity and help to close the achievement gap: https://www.thenation.com/article/interview-lisa-delpit-educating-other-peoples-children/ .
Visit The Well at http://sites.msudenver.edu/sips/ for more great ideas and resources for Strong Instructional Practices in your higher education classroom!
