Build the Answer vs. Know the Answer: Problem solving or problem matching?
Students often grapple unconsciously with a fundamental question: Is it more important to know the answer outright or to possess the skills to build it?
Very few students will consciously articulate or recognise this dilemma, but they battle balancing theory and practice, and when to switch from one to another. They experience the tension between the feeling that they should be practicing their learning and attempting questions, but at the same time they don't feel that they 'know enough' yet to get the answers right.
Even when they feel they do know their work, they still struggle to solve problems with their knowledge, so their feeling that they don't know enough is confirmed, and they revert to theory to learn more, because surely that's the reason that they're not able to solve the problems.
One of the first questions I ask my coaching students is: "When you attempt questions or exams, do you feel like you should know the answer as you're reading the question? Do you feel that if you've studied properly, then the shape of the answer should be forming in your head so that by the time you're finished reading, you're almost ready to start writing the answer?"
Why does this matter?
The answer to this question holds profound implications for how we approach learning and problem-solving, provides fascinating insights into our beliefs about learning, and even our personality.
It's important to explore this because our learning and studying is intended to prepare us for 'the real world', a world where textbooks don't hold the answer, challenges are unexpected and problems need to be solved on-the-spot with far less time and resources for preparation and mastery than we'd like. Is it more valuable for us to have spent years practicing the skill of solving problems with less-than-perfect knowledge? Or is the technical, subject-related knowledge the most valuable element?
Many of my students are studying towards professional qualifications that include a large amount of technical theory (eg: Accounting, Medicine). Only one out of twenty students will give me an answer that doesn't amount to "Yes, I should know the answer almost immediately"
What's the difference between Knowing and Building answers?
The core of this discussion lies the distinction between two approaches to learning:
Knowing the Answer: This focusses largely on memorization and recall. It's about having immediate access to information and being able to produce it on demand. It's the comfort of seeing a question and instantly recognizing the answer. (I often call this problem-matching - you're matching a ready-made solution to a problem)
Building the Answer: This is a more uncomfortable approach. It focusses on the skill of using existing knowledge, skills, and critical thinking to construct an answer. Building a solution from scratch for every problem you're faced with. Since every problem is different, unexpected and unique, you're most likely to be missing some element of knowledge or skill to perfectly craft a solution. There will most likely be gaps in your knowledge, and part of this skill is identifying those gaps and closing them. You're constantly navigating unfamiliar terrains and need to be comfortable with 'not knowing' the answer immediately
The Traditional Learning Paradigm
From early schooling, students are often conditioned to believe that competence equates to knowing the answer. This belief system suggests:
Mastery of a subject means being able to instantly produce answers to related questions.
Immediate recall is a sign of competence.
If confronted with a question and the answer doesn't instantly come to mind, it indicates a lack of understanding or competence.
This traditional paradigm, while effective in certain structured environments, can be limiting as students progress in their academic journeys, especially at higher levels where the focus shifts from theory to skills, requires critical thinking, application and integration.
What value does your memorized technical knowledge possess in a world where your client has access to the same theory and knowledge that you have in the palm of their hands?
The Challenges with the "Knowing" Approach
Limited Problem-Solving Skills: Solely focusing on memorization can hinder the development of problem-solving skills. Students might excel in familiar scenarios but struggle when faced with new challenges.
Stress and Anxiety: The pressure to always "know" the answer can lead to heightened stress. Any unfamiliar question becomes a threat, leading to self-doubt and anxiety.
Narrow Learning Scope: With the primary goal being to memorize and recall, students might miss out on truly understanding concepts, connecting ideas, and exploring the broader applications of their knowledge.
The Power of the "Building" Approach
Adaptability: In a constantly evolving world, the ability to adapt and construct solutions to new problems is invaluable. The building approach equips students with this adaptability.
Deep Understanding: By focusing on building answers, students delve deeper into subjects, understanding the underlying principles and concepts.
Lifelong Learning: This approach fosters a love for learning and curiosity. It encourages students to continuously explore, ask questions, and seek knowledge.
How can we Shift from Knowing to Building Answers
Redefining Competence: It's essential to understand that competence isn't just about immediate recall. True competence is the ability to use knowledge to navigate unfamiliar scenarios, connect ideas, and craft solutions.
Valuing the Process: The journey of building an answer, the thought process, the connections made, and the insights gained are as valuable, if not more so, than the final answer.
Embracing Challenges: Instead of shying away from unfamiliar problems, see them as opportunities to apply knowledge, think critically, and learn.
Seeking Feedback: In the building approach, feedback is invaluable. It provides insights into the thought process, highlights areas of improvement, and offers new perspectives.
The Role of Educators
Teachers and educators play a pivotal role in fostering the building mindset:
Promote Critical Thinking: Encourage students to ask questions, challenge assumptions, and delve deeper into topics.
Value Effort: Recognize and praise the effort and thought process behind answers, not just the correctness of the final response.
Create Safe Learning Environments: Craft spaces where students feel safe to explore, make mistakes, and learn from them.
Problem-first Learning: Introduce new topics by providing problems, as opposed to the knowledge. Explore and discuss the problem in a space where they can normalize the experience of thinking of a problem without the answer, and see it as learning, not a test of their knowledge.
Introduce Diverse Challenges: Expose students to a range of problems, from familiar to completely new, to hone their problem-solving skills.
In Conclusion
The journey from knowing to building is transformative. While knowing provides comfort and certainty, building equips students with the skills to navigate the uncertainties of the real world. It's not just about having the right answers but about crafting solutions, connecting ideas, and continuously evolving. The challenge for educators and students is when to switch from 'knowledge first' to 'problem first'?
Comentários