Summary
This YouTube video discusses effective teaching strategies, specifically focusing on how to help students overcome being stuck on a task. The speaker emphasizes the importance of explicitly teaching students a process for handling challenges, rather than assuming they will intuitively know what to do. This involves demonstrating the process, providing practice, giving feedback, and incorporating regular review. The speaker likens this teaching of “what to do when stuck” to teaching any other skill, advocating for a structured, pedagogical approach. Finally, the speaker highlights the importance of addressing the “curse of knowledge” by teaching foundational skills before introducing more advanced concepts.
Time-stamps
- 0:33-1:47: This segment emphasizes the importance of explicitly teaching students strategies to use when they feel stuck, comparing it to teaching survival skills in a challenging situation. It stresses that assuming students know how to be resourceful is not enough, and instead, teachers should equip them with practical steps.
- 2:16-3:32: Here, the speaker provides specific examples of what to teach students when they are stuck, including checking their notes, reviewing the board, collaborating with peers, and seeking help from the teacher. The key is to establish a clear process for them to follow within the classroom.
- 5:27-6:22: This part highlights the significance of treating the skill of getting “unstuck” like any other subject, involving demonstration, practice, feedback, and repetition. This approach emphasizes that even behavioral skills need to be explicitly taught and reinforced.
- 7:27-8:05: The speaker shares a personal change in teaching practice, incorporating the concept of “what to do when you’re stuck” into regular retrieval practice. This emphasizes that consistently reminding students of these strategies is key to ensuring they remember and utilize them.
- 8:05-9:22: The video concludes by addressing the common mistake of assuming all students possess the same level of expertise as the teacher. It cautions against using overly complex advice for novices and emphasizes the importance of breaking down skills into foundational steps.
What are the key implications for teachers in the classroom?
- Teachers should explicitly teach students what to do when they are stuck. This includes providing students with a process to follow, such as looking in their book, checking the board, discussing with a partner, consulting available resources, and finally, asking the teacher for help. It’s crucial to remember that many students may not be naturally resourceful or may avoid engaging with work due to lack of understanding or motivation.
- Teaching behavior, such as how to deal with being stuck, is similar to teaching academic content. It requires demonstration, practice, feedback, and repetition. Teachers should include retrieval opportunities for these behaviors, just as they would for academic content. For instance, a starter activity could involve asking students to recall the steps they should take when they encounter difficulty in their work.
- Teachers should avoid assuming that students know what to do or have the same level of expertise as they do. Explicit instruction and support are necessary for students to develop the skills and behaviors needed for success. Inspirational quotes and expert-level tips may not be helpful for novice learners, and it’s essential to focus on teaching the basics first.
- Teachers can use analogies and real-world examples to illustrate concepts. For example, comparing teaching students how to handle getting stuck in their work to teaching them how to navigate in the wilderness using a compass and landmarks can help students understand the importance of having a plan and being resourceful.
