The ADEIL book group has been reading How Humans Learn: The Science and Stories Behind Effective College Teaching by Joshua R. Eyler. After reviewing fields of psychology, evolutionary biology, and neuroscience, Eyler saw that humans learn when there is curiosity, sociality, emotion, authenticity, and failure; below are a few takeaways from his chapter on sociality.

Eyler states early in this chapter that “it is not a stretch to say that much of what makes us human stems directly from our sociality” (p. 66). The absence of social interaction can contribute to physical pain or health issues. As we socialize, there is a strong instinct for imitating what we see in others; this imitating process can help (and will often inspire) learning to take place. The social interaction of playing can help increase an understanding of concepts and social dynamics. Maria Montessori, a pioneer of children education, stressed that learning among young children develops between the interaction of the group.

In education of all ages, the classroom environment can contribute to a sense of belonging. Eyler quotes the research of David Yeager and Gregory Walton: “If students feel more secure in their belonging in school, they may approach others in the academic environment more and with more positive attitudes, building better relationships, reinforcing their feelings of belongs, and laying the groundwork for later academic success” (p. 85).

As instructors, we can foster sociality with classroom management. For Eyler, this is less about monitoring behavior and more about establishing ground rules for discussions, especially with potentially sensitive subjects. We can also model this in our behavior, sharing a variety of perspectives, citing sources in discussions and presentations, and in trying to engage with students as individuals during class discussions. If we use group projects, we can try designing projects that are less divide-and-conquer the responsibilities and more of students gathering evidence and bringing it together.

As the chapter closes, Eyler highlights an educational role-playing game Reacting to the Past and encourages using group activities and discussions, even if it means there’s less time to deliver content. “Let’s think about choosing content carefully as a way to help our students develop a framework for thinking about the discipline” (106-107). Instead of focusing on cramming so much content into our courses, how can we help students, especially those looking for a general degree requirement, make broader connections to our fields of study?

If you’d like to join the ADEIL book discussion, go to: https://www.linkedin.com/groups/8521464/

The ADEIL book group has been reading How Humans Learn: The Science and Stories Behind Effective College Teaching by Joshua R. Eyler. After reviewing fields of psychology, evolutionary biology, and neuroscience, Eyler saw that humans learn when there is curiosity, sociality, emotion, authenticity, and failure; below are a few takeaways from his chapter on curiosity.

Children are known for being especially curious; it’s how they take in the world and learn life skills while developing. Studies have shown that curiosity in a subject can help memory retention about that subject. Dopamine (a neurochemical associated with pleasure and addiction) has been present alongside moments of curiosity. “Our species has been shaped by nature to be wide-eyed children approaching the world inquisitively from beginning to end, always striving to know more” (p.29).

While curiosity seems to foster learning, in many education settings – and especially as students become older – the desire to achieve higher grades becomes greater than the desire to explore. There is greater incentive in earning points than in pursuing curiosity about a subject. In response to this, Eyler proposes the use of low-stakes assignments and activities. Encourage students to explore a subject, where the primary takeaway is what they explored, not how many correct answers they achieved.

When designing a course, try to think of essential questions and use those to determine the readings and assignments. What do you want students to take away from your courses?

You can encourage curiosity with course discussions by including open-ended questions. Instead of focusing the discussion about what something is, try to focus on why those aspects are important. Eyler also shares an example of a chemistry professor who helps students explore concepts on their own before teaching them; the professor has students construct and deconstruct simple Lego objects while another student times the process. Generally, it takes less time to deconstruct than construct; students are then taught that chemical processes of deconstruction are typically quicker than construction.

Do you have any examples of low-stakes assignments, where students can focus on exploring a subject without fear of what their grade might be?

If you’d like to join the ADEIL book discussion, go to: https://www.linkedin.com/groups/8521464/