If It's Easy Then it Probably Isn't Learning

What is the purpose of education? To many, this might seem like a ridiculous question with the answer being quite obvious. Or is it? For this post at least, let’s go with learning. Some might equate this with the successful ability to recall or memorize facts and information. The casual observer might then anoint anyone who can do this effectively as smart or intelligent. Perhaps he or she is. Is being able to ace a standardized test an accurate indication of what someone knows, can do, or both? My opinion on this is no.

Each person has a particular path to acquire, apply, and construct new knowledge.  It is much more challenging to accomplish this than some might think, and the journey is often convoluted. The fact remains that learning is anything but linear. It is more about the process than getting to a particular destination. Herein lies what I really want to discuss.  When you think about the greatest minds in our society, perception is rarely reality. If you look closely and peel away the layers, you will see a path fraught with challenges, frustration, and failure. The same can be said about anyone who actively solves problems on a day-to-day basis, such as carpenters, electricians, plumbers, and auto mechanics. What do they all have in common? Everyone has been able to utilize divergent thinking to apply what he or she know and solve problems.  

Regardless of where a student is in their learning, it is incumbent to challenge him or her through relevant experiences. The Relevant Thinking Framework is a great tool that can provide teachers and administrators with the context to create and evaluate questions and tasks, empowering both thinking and application while fostering relationships. So, what does this look like?  The learning pit is one of my favorite images that illustrates what the process should look like.  Take a look at the image below to see what I mean.

The questions throughout the journey are key.  If learning is not rigorous and relevant, students can jump right over the pit. That’s what I mean when I say if it is easy, then it probably isn’t learning. This ultimately equates to questions and tasks that don’t challenge kids to think and apply what they are learning across multiple disciplines or solve either real-world, predictable, or unpredictable problems.  When all of these elements are part of a lesson or project, what results is the development of cognitive flexibility in students.  

Nothing comes easily in life. There is no better way to teach this life-long lesson than getting kids into the learning pit and experiencing the RRR (rigor, relevance, relationship) dip, from which they emerge more confident and capable.