Summary
This YouTube video discusses the importance of prioritizing consistency over complexity when implementing new classroom routines or habits. The speaker argues that focusing initially on consistent repetition, even if imperfect, builds a foundation for later refinement. Using examples like diagnostic questioning and Venn diagrams in math class, and instructional coaching, the speaker illustrates how gradually increasing complexity after establishing consistency leads to greater success and avoids early setbacks due to cognitive overload. The speaker emphasizes the value of high-value, repeatable activities to maximize the long-term benefits of this approach. Ultimately, the message promotes a gradual, sustainable method for change rather than an immediate, overwhelming approach.
Time-stamps
- Consistency before challenge: This concept is introduced at the beginning of the video.
- Why consistency is important when establishing a new habit: 0:33-1:43
- The dangers of focusing on both consistency and quality at the start: 1:43-2:37
- Lowering content demands when introducing an unfamiliar task structure: 3:04-4:20
- Varying content demands, familiarity, instructional demand, and time: 4:21-4:50
- Focusing on “high value activity structures” that can be used repeatedly: 4:51-5:36
- Instructional coaching as another example of consistency before challenge: 5:49-7:13
- Starting with a simple approach to instructional coaching, such as positive drop-ins: 6:38-7:13
What are the key implications for teachers in the classroom?
- Teachers should prioritize consistency over challenge when introducing new habits or routines. This means focusing on repetition and making the new habit easy to do, even if it’s not perfect at first. For example, when introducing a new classroom discussion routine, teachers should start with simple questions and prompts, and gradually increase the complexity as students become more familiar with the routine.
- Teachers should be aware of the cognitive load that new tasks and structures can place on students. If students are struggling to understand the task itself, they will have less cognitive resources available to focus on the content. To reduce cognitive load, teachers can lower the content demands initially and gradually increase them as the task structure becomes more familiar. For example, when introducing Venn diagrams, teachers can start with simple examples and gradually introduce more complex ones as students become more comfortable with the concept.
- Teachers should consider using “high-value activity structures” that can be used repeatedly. This allows teachers to invest time in teaching the structure upfront, knowing that it will pay off in the long run. When students are familiar with the structure, they can focus more on the content and less on the mechanics of the task.
- Teachers can apply the principle of consistency before challenge to other areas, such as instructional coaching. Starting with a simple, low-stakes approach, such as positive drop-ins, can help build trust and lay the foundation for more complex coaching interactions later on.
View all of Peps McCrea’s videos in this playlist:
