Making Learning Hard: Dissonance, Grit, Hope

Is brain pain always bad? Should teachers always try to make learning easy for students? Students with a furrowed brow and rubbing their temples can indicate brain pain that is caused by frustration, but it also can mean a ton of learning is happening between the ears.

Cognitive dissonance is a powerful, and sometimes underutilized, tool for learning. Most of us can remember a "challenge question" in math that made our brains hurt or a history teacher that played the "devil's advocate" so well that the entire class was near riot stage. Both of these techniques utilize cognitive dissonance and cause our brains to grow.

Our brains want to be in equilibrium, and when something just doesn't seem right, our brains begin working. When was the last time that you (or your students) could literally feel your brain spinning? Probably not recent enough. I know that the brain is not a muscle, but if we consider brain growth similar to muscle growth, we need to "work out" our brains to cause them to grow. When I coach a sport, my players often complain that their muscles hurt ... my response is that pain in your muscles means they are growing and getting stronger (no, that response doesn't comfort my players). Brains need to hurt, too. Ben Franklin quipped in Poor Richard's Almanac that "What hurts, instructs."


Interestingly, educators have emphasized learning styles and multiple intelligences in order to teach to the learning styles of our students, making learning easier. However, it is also a great way to push a student's brain to work hard.

A student who learns best working on their own (intrapersonal) needs to occasionally work in a group (interpersonal); a student who learns best through seeing something (visual) needs to occasionally have to listen closely (auditory). By pushing students outside of their learning style, we are growing their brains ... and preparing students to live successfully in the future.

By "making learning hard" we are also developing life skills in students ... grit and hope are two of those skills for success.

Grit
Grit or perseverance is one of the characteristics that grows when learning is hard. What an important life skill! In fact, current research lists "grit" as one of the personal characteristics needed for success in life, and one of the things that is lacking in students today. By challenging students with hard lessons and encouraging them to persevere, grit grows.

Here are a few resources on grit.

• Duckworth, A (TedTalk) -- Grit and the Power of Passion and Perseverance https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance
• Tough, P (Book) -- How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

Hope
Now, when I write about making learning hard, it cannot be without hope. I am not talking about making learning frustrating, confusing, or isolated. I truly am talking about giving students good brain work with challenging questions, problem-solving (PBL), and discussions ... and letting their brains spin for awhile to figure it out. However, hard must be accompanied by support ... a learning environment with collaboration, a "guide on the side" teacher circulating, and scaffolding so that they have the tools needed to succeed. A master teacher can do "hard" well, by working closely with students to help them struggle successfully.

Grit and hope have been paired as characteristics for student and life success. If students have a difficult problem but feel hopeless, that is not productive. In fact, the brain will shut down and students will give up. Students will persevere if they feel hope that a supportive teacher can provide.

Here is a short summary on how grit and hope impact student success.

• Kern, N (Blog) -- http://blog.publiccharters.org/2013/10/grit-hope-predict-student-success/

Make learning hard next week for your students! :)