- What concept did you find difficult to understand? How did you approach learning the concept?
The concept I found difficult to understand was the confirmation bias in the Why is Learning Hard? post. I was initially confused between the factors of the way students understood the misconceptions vs. the correct information. I couldn’t understand how the misconceptions produced better learning results than correct information. After rewatching that part and reading the rest of the post it began to make sense to me that confirmation bias must be looked at through the lens of student engagement. I realized I was confusing myself by thinking that the misconceptions simply made the students do better on the quiz. I now know that confirmation bias is the understanding that students are less engaged with the material presented to them when they are aware that the material is correct. Hearing incorrect material made the students more engaged and aware of what is wrong so that they don’t put that information on the quiz.
2. Based on your reading, would you consider your current instruction style more behaviorist, cognitivist, or constructivist? Elaborate with your specific mindset and examples.
I would consider my instruction style mostly cognitivist, but it could also be a bit constructivist. I like the idea of taking a student’s previous understanding and incorporating it into lessons as an aim to help them understand the material I am teaching. For example I like to use activities that force the learner to be an active participant instead of just a passive learner. One activity is the pair and share, where I would propose a prompt before the lesson giving me the opportunity to hear their knowledge of the subject. The students get into small groups and each read out their answers to get the conversation going. After the lesson I propose that students take what they know and what they learned to answer a question in small groups again. This gives the opportunity to not only expand on their knowledge, but also assure that everyone gets a chance to participate, no matter if they like speaking or not. I am using prompts and questions, but it is through the learner’s answers that I take into account their mental processing and do not just let them passively answer like in behaviorism.
This is a thoughtful response, Katelyn! Your explanation of the challenges you faced with understanding confirmation bias is very clear and relatable. It’s interesting how rewatching and rereading helped you connect the concept to student engagement, showing how misconceptions can prompt deeper critical thinking. Your reflection highlights the importance of looking beyond surface-level understanding and diving into the underlying processes that influence learning.
Your approach to instruction also aligns well with a cognitivist mindset, as you emphasize mental processing and actively building on students’ prior knowledge. The “pair and share” activity is a great example of encouraging learners to engage with the material collaboratively, fostering both comprehension and meaningful participation. The way you balance prompts with group discussions shows your consideration for diverse learning styles, while also incorporating elements of constructivism through active, hands-on learning.
Your insights bring to mind the broader question of how educators can design activities that not only engage students but also challenge them to think critically about their misconceptions. How might these approaches vary across different age groups or subject areas? It’s fascinating to reflect on how these strategies can be adapted to meet the needs of diverse learners and contexts. Well done!
Hi Katelyn,
I really enjoyed reading your post! It was really interesting to see how you broke down confirmation bias and shared how rewatching and rereading helped you make sense of it.I think you did an amazing job explaining how misconceptions can increase engagement—it was super clear and gave me a new perspective on the topic. I think you did an amazing job explaining how misconceptions can increase engagement—it was super clear and gave me a new perspective on the topic.
The way you approach incorporating students’ previous skills and knowledge into lessons and learning is an amazing example of a cognitivist style. I really liked the pair-and-share activity—it is such an effective way to get everyone involved, engaged and thinking critically.
Thanks for sharing your ideas and I can not wait to read your next posts!