The Master Teacher Blog

There is a surprising amount of confusion about the nature, intent, and effectiveness of feedback and praise. Some people may be providing praise when what is actually needed is feedback. Others may think that they are providing feedback when the content of their communication is really praise.  

A commonly offered differentiation between feedback and praise is that feedback is intended to improve performance while praise is intended to recognize it. In other words, praise faces backward while feedback faces forward. However, this description ignores both the role of feedback in helping students to understand what they did well and the power of praise to influence repetition of valued and desired behavior. Feedback at times may be a non-judgmental description of an action without a specific plan for next steps, and praise can be a straightforward recognition of something done well without an ulterior motive.  

Meanwhile, feedback and praise share some important characteristics. For example, feedback and praise are both most effective when they are specific. Generalized observations make neither feedback nor praise an effective behavioral influence. To have a behavioral impact, both need to focus on factors or behaviors over which the student has control. Focusing on good processes, effort, and choices are factors students can continue to invest in and improve; ability and mere circumstance are not. 

Furthermore, the recipients of feedback and praise can have different needs and may be open to different influences. For example, some people value praise, but only if it is in private. Others appreciate praise most when it is given in the presence of others. Feedback, on the other hand, should almost always be given in private, unless the feedback involves and is intended for an entire group.  

Of course, praise by definition is positive, and feedback can be either positive or negative. Although, it bears noting that the most effective feedback is presented in positive language and focuses on achieving success. Feedback at times will be negative, but too much negative feedback can quickly become overwhelming and block change rather than encourage it. Praise may be countered with criticism, but many experts recommend at least a 4:1 ratio of praise to criticism.  

Of equal importance is how students perceive the feedback or praise they receive. Neither feedback nor praise is effective if students see it as manipulative; that is, intended to serve our interests rather than theirs. They are not likely to respond to praise that is over-the-top positive, nor are they likely to accept feedback that is premised on their having knowledge and skills beyond what they possess.  

So why might this discussion be important? First, we need to recognize that there are times when feedback will be most effective in building understanding and creating a path toward success. It is a transparent, intentional process to support learning and behavioral change. There are other times and circumstances when praise can draw attention, provide reinforcement, and lead to behavioral change without the planning and structure that feedback requires. We need to base our choice on our awareness of circumstances, timing, and knowledge of the student.  

Second, regardless of whether we choose praise or feedback, we need to avoid the pitfalls of generalities, factors beyond learner’s control, and inauthenticity. If our intent is to have our words make an impact, we need to give students information with which they can do something. Of course, if we have no intent beyond communicating our observations, a simple statement may be enough.  

Finally, when employed with thought, sensitivity, and good judgment, feedback and praise can both be powerful tools to support the success of our students. Both actions can give students information they need to build motivation and guide choices and actions. Each can have slightly different purposes and may be delivered in varying contexts. However, both need to be part of our professional repertoire.  

The assumption that the rate at which students learn varies drives many common grouping, instructional, and grading practices. It may seem obvious that some students learn at a faster pace while other students need more time to make a similar amount of progress. But what if this assumption is wrong? 

What if, in fact, most learners actually learn at the same rate? A major peer-reviewed study conducted at Carnegie Mellon University set out to discover why and how some learners learn faster than others. The study included more than 7000 youth and adult learners from a variety of backgrounds, learning histories, and geographic areas, as well as 1.3 million observations, and 27 datasets. Participants were given a variety of learning tasks in math, science, and language, and their progress was closely monitored.  

To the surprise of the researchers, the data showed that there was very little variance in the pace of learning across populations. They discovered that the determinative factor is the amount of background knowledge learners bring to the learning challenge. Those labeled as “fast learners” possessed more background knowledge to apply to their learning efforts, not special skills or talents. Of course, elements such as level of motivation and strength of memory can impact the amount of persistence and length of learning retention, but these factors only complement learning efforts. 

To use a baseball metaphor, some students come to learning tasks with academic background knowledge that already places them on second or third base, while other students may have so little background knowledge that they are barely at first base. Of course, students on all three bases may be capable of reaching home and “scoring,” but the students on first base have a much longer distance to travel to be successful. In this context, it is not difficult to understand why students with limited background knowledge are less likely to “score” consistently. Yet, most grading systems are weighted heavily toward those who “cross home plate,” not how far they have come.  

This research calls into question several common assumptions about learning and traditional grading practices. As we reflect on the implications of the Carnegie Mellon study, there are several aspects of common practice worthy of debate. Here seven questions to start the discussion: 

1. Should grades reflect what students know at the end of a teaching and learning cycle, or should grades reflect what they have learned during that cycle? 

2. If learning success is heavily dependent on background knowledge, should more time be spent building and activating background knowledge to better “level the playing field” before engaging in new instruction? 

3. Should students be assessed prior to instruction to facilitate the documentation of what they learn? 

4. Does a student who initially lacked background knowledge deserve to call “foul” if another student who learned less than that student receives a higher grade? 

5. Would giving students a grade based on what they learn regardless of their initial background knowledge be comparable to giving a prize for effort? Why or why not? 

6. Since academic background knowledge is highly correlated with race and socioeconomic status, is grading solely on what students know at the end of a teaching and learning cycle inequitable? 

7. Should students receive two grades: one grade for what they know and one for what they have learned during a teaching and learning cycle? 

This study raises important questions about how we engage learners and document learning. Now is a good time to reexamine our assumptions about the rate and nature of learning. We also need to revisit traditional grading practices to ensure that we are not placing too much emphasis on what students know at the expense of what they have learned.  

Reference:

Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences in the United States of America, 120(13). https://doi.org/10.1073/pnas.2221311120 

By this time of year, students often fall into a pattern of using a familiar yet narrow set of study strategies. While some of their go-to approaches may seem to be working well enough, exposure to and use of a wider array of strategies can break up tired routines, add novelty to study experiences, increase the amount of learning students gain, and lengthen the time they retain it.  

Students may be unaware of additional effective ways to study and need instruction and support to try them out. Some students may know additional strategies, but they have gradually migrated away from them and need a reminder. Students may also be reluctant to try new study techniques, assuming that the strategies they are using are good enough.  

Regardless, we want students to know and be able to apply the best study strategies for the content or skill they are learning. We also know that when students play an active role in exploring, practicing, and deciding the best strategies for themselves, they are more likely to engage with and ultimately adopt the tools that meet their needs.  

Consider dedicating time during a coming week or unit to introducing and having students try out a variety of study strategies. Each day might feature a different study strategy for students to apply and evaluate. The curriculum content and skills you already have planned for the week or unit can be a useful area of application for a set of study strategies that are research-based and experience-proven. We might even choose a fun title for the series such as Put-Study-Strategies-to-the-Test Week or Five-Days-of-Study-Tool Tryouts. The key is to position students to try, reflect, and assess the impact of each study strategy on their learning and recall.  

Each day of the week might feature a different study strategy for students to test. Once we have introduced a piece of content, a new skill, or a learning challenge, we might teach or review the learning strategy to be tested that day or evening. We can begin class the following day with feedback from students about their study strategy experience and invite recommendations for how and when the strategy might be used.  

Here is a potential line-up of strategies students could test over the course of a week. Of course, you might spread the tryout period out and address one study tool each week throughout a unit. The key is to plan for the intentional application of these strategies, however that best fits your particular schedule, curriculum, and students. 

Skill 1/Monday—Self-Quizzing  

Advise students to create questions and pre-assess themselves on the topic or content before they begin to study. Even incorrect answers help to focus attention and look for key information as their study period unfolds. When finished studying, students can self-test again, using questions from the pre-assessment and developing other questions that seem relevant from the study session. The time spent pre- and post-testing themselves will generate more learning than additional time they might have spent simply rereading or reviewing highlighted content.  

Skill 2/Tuesday—Interleaving   

Coach students to include multiple skills or concepts within the same learning or study session. For example, students might study math and chemistry in the same session, mix new information with review of past learning, or address content out of chronological order. The process of addressing multiple concepts or skills in the same session keeps the brain alert and improves its ability to differentiate elements and aspects of the content students are learning.  

Skill 3/Wednesday—Drawing/Visual Organizers  

Drawing pictures of what we want to remember has been shown to be more than twice as powerful as writing down new content. It is important to note that the artistic talent displayed, or the quality of drawing students produce, does not appear to influence the benefits gained from the drawing activity. Further, the amount of time invested in drawing pictures for this purpose also does not appear to be a significant factor in the strategy's effectiveness. Even a few minutes spent drawing what students read and hear can generate significant advantages in later recall.  

Skill 4/Thursday—Retrieval Practice  

This strategy can fit well later in the week or unit when we want students to recall what was learned earlier or access background information in order to prepare them for new learning. Students begin with a “brain dump” by recounting, verbally or in writing, everything they can recall from prior learning related to the recall target. Students can quickly refresh their memories while identifying areas that may need reinforcement. Interestingly, this approach has been shown to be more efficient and effective than reteaching. Of course, we can encourage students to repeat this process on their own as they prepare for exams individually or in small groups. A key benefit associated with this activity is its ability to extend recall well beyond the completion of a unit of study or an exam.   

Skill 5/Friday—Teach a Friend  

Have students develop a mini lesson to teach the content or skill they are learning and share their lesson with a family member, friend, or classmate. The process of organizing information and sharing with others helps to deepen understanding, clear up confusion, and fill learning gaps. In addition, teaching consolidates new learning and extends learning retention.  

We want to give our students access to the best and widest set of study strategies possible. The more options they have, the more likely they will be to choose an option that works for them. When we involve students in exploring and testing study tool options, we also increase the likelihood that they will remember and continue to use a wider array of tools after they leave us. 

Background knowledge plays an outsized role in learning success. In fact, a recent major, peer-reviewed study points to background knowledge as a key factor in determining whether and how learning occurs. The researchers intended to study what accounts for why some students appear to learn faster than others. However, they discovered that rates of learning vary little across most populations. What appears to accelerate the learning of some students is the amount of related background knowledge they possess and their ability to apply it to the learning task before them.  

The study was conducted at Carnegie Mellon University and was released in early 2023. It included more than 7000 youth and adult learners from a variety of backgrounds, learning histories, and geographic areas, as well as 1.3 million observations and 27 datasets. Participants were given a variety of learning tasks in math, science, and language.

Given the role background knowledge plays in learning, our challenge is to do all that we can to ensure that our students possess what they need to learn successfully. We also need to help students activate the background knowledge they already possess. If students haven’t recently engaged with their relevant existing background knowledge, it may not be immediately available to assist their learning efforts. Further, we must help students make connections between their background knowledge and the learning with which they are about to engage.

Admittedly, students come to our classrooms with varying amounts of background knowledge. For many students, their family background (including a history of formal education), levels of parental and familial engagement, and even economic and cultural factors, can influence the academic background knowledge they possess. Yet, there are a variety of steps we can take and activities in which we can engage students to assess and build background knowledge before we begin planned instruction. Here are five initial activities upon which we can build:

• Pre-assessment activities. We might have exploratory conversations with students about what they already know, or we might ask them to respond to a series of prompts in order to uncover their current knowledge, understanding, and areas of misconception.
• Storytelling. We can share engaging stories with students to fill in information gaps, help them see relevance in what they are going to learn, and spark interest in the topic.
• Virtual field trips. We can employ videos and other media to help students to understand elements (such as historical events or figures), build context, and experience authentic applications.
• Graphic organizers. We might use mind maps, charts, and other structures as advance organizers to build understanding and reveal important relationships.
• Visual representations. We might choose tangible objects or pictures to demonstrate key concepts, connections, and content.

Many students may have previous experience, or otherwise have background knowledge, that is relevant to what they are about to learn, but they may not immediately recall what they have learned. Yet, with some refreshing and reminding, their background knowledge is likely to be renewed in preparation of supporting their learning. Consider these activities to assist in activating background knowledge:

• Vocabulary review. When we have students revisit key terms and language associated with what they have previously learned, we can stimulate their recall and uncover what they already know.
• Brief reteaching. We can provide students with brief reteaching lessons to activate their recall and emphasize elements of past learning that will be important in the learning that lies ahead.
• Peer conversations. We might give pairs of students discussion prompts that draw on what they know and invite recall of previously learned content. After a discussion, students might record or report what they learned about what they already know.
• History mystery. We might conjure a fun mystery that will require students to draw on past learning to solve. We could include hints and clues that point to key elements of past learning as assists to solving the mystery.

The final step in tapping background knowledge is to help students connect what they already know with what they are going to learn. While building and activating prior knowledge sets the stage for learning, making connections can jump-start the process. Here are some options on which to build:

• Present a preview. Once students have built the necessary background information and refreshed what they already know, we might present a preview of what they will learn next. Following our introduction, we can present questions or lead a discussion about how what students already know might connect with and support what they will be learning.
• Tap curiosity. We might present a question or dilemma that stimulates imagination and “hooks” students on finding answers. When the “hook” is embedded in what students already know, and points to what they are going to learn, it will be a sure winner.
• Design a small-scale problem. We can present students with small-scale problems that can be solved with information they already have and skills they already possess. We might follow up with an introduction to the new learning that builds on what students already know but requires making connections and going beyond their current knowledge and skills.
• Create a simulation. We might design a multi-part simulation, the first phase of which can be engaged with the background knowledge students already possess. When students reach a barrier or challenge that demands more knowledge or skill, we can introduce new learning to complete the next phase, and the cycle can be repeated as new learning grows and becomes more complex.

The crucial role that background knowledge plays in learning demands that we ensure that students have the knowledge and skill foundations to benefit from our instruction. We also must be certain that the background knowledge students possess is active and ready to be tapped. Finally, we need to help students to make the connections necessary to allow what they already know to support what they are going to learn.

Reference:

Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences in the United States of America, 120(13). https://doi.org/10.1073/pnas.2221311120

Talent is an often-overrated contributor to success. In fact, talent alone is not at all predictive of success. It can actually distract from and undermine success unless it is supported by other complimentary behaviors.

Certainly, talent can be a significant contributor to success, but assurance of success resides in the supportive behaviors, not in the presence of talent alone. Talent can be nice to have, to be sure, but it is not the most important element in achieving long-term success. The truth is that significant, long-term success can as easily be achieved without a special talent as it can be when talent is present.

Unfortunately, our excessive valuing of talent often ignores the behaviors that hold the greatest potential to drive success. The result is that people who believe they have talent can become overly dependent on their talent—to the exclusion of the success drivers that really matter. At the same time, people who do not necessarily see themselves as talented often lower their aspirations and expect not to enjoy significant success.

Our challenge is to teach students—regardless of whether they see themselves as talented—to practice the key behaviors that can generate success. In short, these behaviors can be practiced by almost anyone who wants to succeed regardless of their level of talent. Here are seven success-generating behaviors that we can teach to our students and coach them to practice:

First, listen carefully. While listening is a skill that is often taken for granted, people who practice deep listening set themselves apart. They hear more, understand more, and can respond with greater sensitivity and accuracy than most casual listeners. Listening is a skill and a habit, but it does not require special talent.

Second, be curious. Curiosity acts much like a radar to scan the environment. Curious people are often the first to notice emerging changes and issues. They ask questions that reveal important and useful information, and they are among the first to engage the unknown.

Third, be enthusiastic. Enthusiastic people are generally given encouragement, support, and opportunities not offered to reluctant or disinterested people. The absence of whining and complaining make enthusiastic people easier to work with and more desirable as partners and co-workers.

Fourth, be dependable. Keeping one’s word matters. Those who show up on time and when needed are valuable team members and co-workers. They engender the confidence of others. Dependable people often are given opportunities and responsibilities not offered to more talented, but less responsible individuals.

Fifth, focus on solutions. It is said that anyone can point out a problem. Those who are willing to face and solve problems are far more valuable to any team or organization. Understanding a problem is important, but solutions add value.

Sixth, always give your best effort. Perfection is rarely possible, but a habit of always doing one’s best paves the path to success. Mistakes are inevitable, but when they occur as the result of good effort, they are not cause for shame. Rather, they represent a starting place for new learning.

Seventh, appreciate others. Significant, lasting success is almost never achieved in isolation. Recognizing the efforts and contributions of others and sharing appreciation build teams, strengthen relationships, and demonstrate good character.

When students consistently practice these behaviors, regardless of whether they have a special talent, their path to success becomes clearer and their opportunities grow. Equally important, as students engage in these behaviors, they are also likely to discover special talents they did not realize they possess.

Most of us have probably heard of the term lean manufacturing, a process popularized by Toyota. The focus of lean manufacturing is to improve quality and reliability, without increasing the time and other resources required to support the manufacturing process. While the thinking behind lean manufacturing has been applied by other activities, only recently has the approach been applied to the process of learning.  

Yet, learning is an activity featuring ample opportunities to increase efficiency and effectiveness. Consider that we forget 75% of what we learn in just seven days if we fail to apply it, according to research by psychologist Herman Ebbinghaus, the discoverer of “The Forgetting Curve.” Meanwhile, estimates are that college freshmen retain less than half of what they learned in high school. It is not unusual to find that students fail to recall much of what they have previously learned, even over the course of a few weeks or months.  

Much of the thinking and research related to lean learning is occurring in the world of adult learning, primarily in the workplace. Businesses have clear incentives to have the learning of their employees be efficient, so that minimal production time is sacrificed to classes and other learning activities. They also want employees to retain what they learned to avoid having to relearn what they once knew.  

Lean learning thrives in the presence of several conditions. For example, it works best when it is driven by a specific need, is seen as useful, or has a purpose. Lean learning practices also fit best with skills and concepts that have immediate application and can be applied in real-life settings and situations. Lean learning is typically iterative. Learning starts with just the essentials of what is to be learned, and additional information, skills, and applications are added as learners are ready for them. Introduction of new content and skills is driven by and aligned with the specific needs and interests of the learner. Further, lean learning is enhanced when learning and practice are shared with peers.   

There are obvious opportunities to apply lean learning principles and practices with our students. However, there also are challenges in the context of standardized curricula, set schedules for instruction, and frequent difficulties providing real-time, real-life applications for learning, especially if we are just starting.  

You might consider starting with your own learning to gain experience and build confidence with the approach before engaging students. Consider this brief lean learning cycle as an example of a place to start: 

• Identify a skill you would like to learn. For example, you may have a technology tool or application with which you would like to become proficient, or you may want to try a new discussion or questioning technique. The list of potential topics and skills is limitless. (Condition: Specific need or purpose) 
• Engage someone to help you learn the essential information you need to get started. And, if possible, enlist others with a similar interest or need to learn with you. Often, as little as 20-30% of the full scope of the skills is enough to begin. Focus on what is crucial to be able to do something with what you learn. (Conditions: Focus on essential learning and learn with peers) 
• Apply what you have learned as soon as possible, optimally within a few hours or days, while the learning is fresh and the recall is clear. The longer you wait, the less you will remember, and the more difficult it will be to practice productively. (Condition: Real-life, real-time application) 
• Get feedback on initial attempts, ask questions to clarify and extend your learning, and capture any insights you gained. Ask yourself: How did it go? What do I need to learn next? What did I discover from the initial application? (Condition: Explore what you want to learn next) 
• Repeat the cycle to build the next level of learning, expand your skills, and gain expertise while your initial experience is fresh and feedback is still recallable. With each iterative cycle, focus on new applications, more sophisticated skills, and new insights upon which to build. (Condition: Iterative cycles) 

The principles and conditions that underlie lean learning are not new. However, too often they are ignored in large-scale learning efforts and neglected when what we need to learn is challenging. Take some time to build your lean learning expertise and then offer the same opportunity to your students.  

We know that the environment within which learning occurs matters. The right environments can encourage and facilitate learning, while environments filled with conflict, fear, and confusion can have the opposite effect. As we approach the midpoint in the school year, now is a good time to step back and consider what is working well, what may need attention and adjustment, and what may need to be abandoned and replaced.  

A good place to start is to conduct a scan of how well the current operation of your classroom reflects your hopes, expectations, and priorities across nine key aspects of operation. Here are questions to stimulate and support your reflection:  

• Instructional strategies: How well are instructional strategies aligned to individual student readiness and needs? Do classroom activities regularly include variety, novelty, humor, voice, and choice? How well informed are students of their progress? How frequent, timely, and effective is the learning feedback students receive?  
• Learning focus: How consistently are students actively engaged in their learning? Are students more focused on learning or on grades? How often do students set goals for their learning? How frequently do students have opportunities to review and reinforce previous learning?  
• Learning Progress: Whose learning is on track, and who is falling behind? What recognition and encouragement do successful students need now? What supports are available and accessed by students who are struggling? What role do students play in monitoring their progress? How might students become more involved in and accountable for monitoring their progress?  
• Emotional climate: What is the emotional tenor in your classroom? What is the level of worry, fear, and stress? What might be done to lower the levels of emotion that may interfere with learning? How anxious or stressed are you?  
• Relationships: How strong and stable are your relationships with students? Do students seek you out when they have academic and personal concerns and struggles? Do students accept, support, and encourage each other? Have families bought in to your course expectations and goals? 
• Management activities: How well are classroom routines addressing transitions, learning activities, and student behavior challenges? In what areas do you still have to remind students of routines and expectations? How frequently are you able to anticipate potential issues or problems and take steps to prevent their emergence? What opportunities exist to make better use of time?  
• Behavioral issues: What types of behavior issues are you finding to be most frequent and disruptive? What have you tried that has been effective in moving students to more acceptable behavior? Where do you struggle most with behavior issues? How are you ensuring that all students are treated equitably? Where might you access support to expand your strategies, receive coaching, or other types of assistance?  
• Technology use: How integrated is available technology with learning activities? What is the balance of student engagement with technology as consumers, appliers, and creators? What opportunities exist for students to use technology to extend their learning beyond simply consuming information and regurgitating it? 
• Physical supports: How well does the arrangement of classroom furniture reflect student learning and engagement goals? Is the room aesthetically pleasing and reflective of the cultures and demographics of students? Are supplies, materials, and equipment organized and readily accessible?  

Obviously, there may be many aspects of your classroom environment that deserve attention. However, be careful not to become overwhelmed. Choose a few areas on which to focus. Meanwhile, do not forget to pause and reflect on what is working well, lessons you have learned, and successes you have achieved. 

The saying that “a picture is worth a thousand words” may contain more truth than we assume. We know that looking at a powerful image can stir our emotions, stimulate our curiosity, and stay in our memory for a good while. As an extension of this, a recent study points to significant power in creating pictures of things we want to learn and later recall.  

The study examined whether picture drawing as part of the learning process can enhance performance and build long-term memory. Researchers at the University of Waterloo in Canada found in multiple trials that drawing to-be-learned information produced results superior to any other known mnemonic techniques, including visualization, viewing pictures, listing physical characteristics, writing, tracing, or associating the information with a mental image. In fact, drawing pictures of what needs to be remembered was more than twice as powerful as writing down new content.  

The researchers noted that at least four powerful learning and recall processes are at work when we draw a picture to represent words and concepts: elaboration, visual imaging, motor movement, and pictorial representation. To draw, we must notice or create physical characteristics of what we want to learn and remember. This step requires us to elaborate beyond what we see or hear. As we draw, we create an image of the object of our attention. This step engages the process of visual imagery. The act of drawing involves hand movement, thus further solidifying our attention through motor activity. Finally, the product of the process is a pictorial image with multiple links to our observation, imagination, and actions.  

Importantly, the artistic talent displayed, or the quality of drawing people produce, does not appear to influence the benefits gained from the drawing process. Further, the amount of time invested in drawing pictures for this purpose also does not appear to be a significant factor in the effectiveness of the strategy. In fact, even when study participants were given only a few seconds to draw a picture, they still experienced significant advantages in later memory. Age also does not appear to be a factor in reaping the benefits. Drawing activities improved learning and memory for young learners, adults, and even individuals more advanced in age.  

The potential benefits of this strategy for students are obvious. The deeper observation and engagement associated with drawing pictures can enhance the learning performance and memory recall of our students.  

Meanwhile, the process also does not have to be time consuming, as students can benefit even from making short, rough drawings when time is limited. Of course, there may be circumstances when allocating more time to the process will allow students to add details and enhance the depth of their learning and extend their recall.  

We can support students to engage in drawing as a learning and memory assist by: 

• Sharing and discussing with students the research on the benefits of drawing to enhance learning and memory. 
• Guiding students to notice elements or aspects of what they want to learn that might be converted to a drawing. 

• Encouraging students to create a mental image of the information or content they want to learn and recall.  
• Reminding students to pay attention to their hand movements as they draw to create an even stronger connection between the image and their experience. 
• Having students practice drawing pictures of what they want to learn and then explain their drawing to other students to reinforce the experience. 
• Replicating the research study to test this approach against other mnemonic strategies. (The full research report is available via the provided link.) 

Giving students tools and techniques to enhance their learning and extend their recall can be a great way to build their learning capacity. We also help them to expand the array of strategies they have available when they struggle or need to learn something particularly important.  

Source:

Fernandes, M., Wammes, J., & Meade, M. (2018). The surprisingly powerful influence of drawing on memory. Current Directions in Psychological Science, 27(5), 302-308. https://doi.org/10.1177/0963721418755385 

When students struggle, it can be tempting to lower our expectations, especially when our thinking is that doing so will increase their opportunities for success. However, the opposite is true—expensively so. When we lower our expectations for the quality of work and learning students will produce, we risk setting in motion consequences that can be life limiting.  

While there are times and circumstances when lowering expectations might be contemplated for any type of student, multiple research studies have shown that lowering expectations disproportionately affects our most vulnerable students. The adjustment in expectations may be well intended. We may believe that it is best for students not to feel pushed and pressed to do work that is challenging or difficult for them, especially if they come from challenging life circumstances or have a history of struggle with academic learning.  

We might even believe that focusing on building strong relationships with students will lead to greater learning success than having high expectations for them. However, students need more than our warmth and caring. They also need to be exposed to interesting work, meaningful challenges, and opportunities to build competence and confidence in their learning. It is the right balance between high expectations and high levels of caring that lead to learning success.  

Importantly, the cost of lowering expectations can take many forms. Some costs are associated with the way in which students will come to view themselves. Other costs can be seen in skills not developed and competencies not gained. Still others can be found in negative responses to the experiences to which students are exposed. And some of the most expensive consequences are found in the limits and sacrifices students will face if they leave us not having learned what will be necessary for future success. Let’s consider five ways in which lowering expectations can be a costly decision.  

When we lower our expectations, students lower their expectations. In fact, our lowered expectations risk communicating to students that we not only do not expect high level work from them, but we also believe that they are not capable of meeting high expectations. This is a dangerous message. The most difficult student to teach is the student who believes they cannot learn. We cannot afford to communicate this message or otherwise contribute to such a perception.  

When we lower our expectations, we deprive students of opportunities to face and overcome difficult challenges, persevere, and build resilience. Yet, these are key life skills students need to develop for success in life. Further, while these challenges can be uncomfortable during the times when students face them, once successfully met, they can be sources of price and new confidence.  

When we lower our expectations, we deprive students of opportunities to develop critical-thinking skills and employ creativity to solve novel problems. Low expectations for learning often mean that the teacher does most of the thinking, creating, and problem solving. Yet, these activities are what can make learning interesting, meaningful, and challenging enough to invest in.  

When we lower our expectations, we are more likely to expose students to superficial and uninteresting content. We risk diverting students from learning with depth and full understanding. Absent useful application, meaningful purpose, and engaging activities, students learn and recall even less.  

When we lower our expectations, we risk disqualifying students from pursuing highly skilled, learning-dependent life and work roles. We dramatically increase the likelihood that they will struggle to find work for which they will qualify and which will provide adequate compensation to support them and their family.  

How can we communicate high expectations for our students? Here are five actions to consider:  

• Consistently present students with challenges at the leading edge of their learning and development. Students need to consistently feel our nudge for them to struggle and grow. 
• Take extra time to establish the purpose, implications, and details of concepts and skills. Focus on generating deeper understanding rather than limiting attention to the steps and sequence of completing an assignment or finishing a task.  
• Focus on progress. Reaching high standards may take time and multiple learning attempts. Success is often the result of processes, practices, and purposeful effort. These are the building blocks for our attention. 
• Frame coaching language around the inevitability of success. We might talk with students about “when” they succeed, not “if” they succeed.  
• Intervene quickly when students begin to drift and underperform. We need to approach that behavior as an aberration that needs attention rather than as a reflection of the student’s potential.  

Admittedly, holding high expectations for our students can be challenging. However, students rarely have the maturity and wisdom to consistently exceed our expectations. In many ways, the expectations we set and hold become the ceiling for performance and possibility for our students. We need to be certain that our expectations are high enough to protect their future.