Anne Murphy Paul: Why Floundering Makes Learning Better | TIME.com - 0 views
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the “learning paradox”: the more you struggle and even fail while you’re trying to master new information, the better you’re likely to recall and apply that information later.
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let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.
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These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first.
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The apparent struggles of the floundering group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions.
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they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.
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" Kapur has identified three conditions that promote this kind of beneficial struggle. First, choose problems to work on that "challenge but do not frustrate." Second, provide learners with opportunities to explain and elaborate on what they're doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems. And to those students and workers who protest this tough-love teaching style: you'll thank me later." Originally shared by JPL! Still awesome. (yes, you Jeff, and this article)