Helping Others Learn - Don't Snatch The Puzzle Piece

It's clear to you that the piece is simply the wrong way up, yet you watch as they pick it up, try it in different positions and get close, but not make the connection.

What do you do?

The temptation will be strong to grab the piece, place it in correctly, job well done. But you also know that this doesn't help their learning and that the struggle is the key part of this process. You wait patiently, however in that time the learner gives up and declares that it can't be done.

You now have a role to play.

This is the 'Puzzle Piece Problem.' It violates a core principle of helping others learn through constructivism: we construct knowledge through active struggle. If you were to provide the final answer for someone else, you take away their moment of cognitive closure—the click where the brain makes the connection. But if the challenge is perceived to be too difficult, then there is the chance they will abandon the task prior to making the connection. The key is that the effort must be the learner's. When you intervene too soon, you turn a complex problem into a simple memory task - or worse, they gain dependence on you to solve these for them in the future. It's not a case of standing by idly, as the power of feedback in this instance can make all of the difference - however it is the type of feedback that determines how well they can navigate the learning at hand.

So, how do you stop? You enforce the 5-Minute Productive Struggle Rule

Five minutes? Really? Well, yes and no. A 2011 study (Koudenburg) determined that we are likely to only wait 4 seconds before breaking the silence in any social setting. And this is often the trap of supporting someone with their learning. The awkwardness of watching and waiting is interrupted through the teacher or mentor intervening too early. So, as you wait, you can then observe and consider what it is that is actually taking place in front of you and the next moves can make all of the difference.

Step 1: The Pause. Before you speak, commit to a 5-minute pause. Let the learner wrestle with the problem. This is where their brain will be building new connections. At this point, any comments should be directed to address barriers or obstacles that the learner is stating.

Step 2: Scaffolding, Not Solving. When you intervene, don't give the answer. Instead, offer a scaffold or a guiding question. Scaffolding means providing temporary support that makes the task manageable but not easy.

"I can see you are finding it difficult to get started, what are some of the first steps that you can consider in this process?"

"You've tried this process previously and found the same issues that you are facing now, what others options are available to you?"

"This situation is similar to the problem you faced the other day, what worked in that particular scenario?"

Each question puts the emphasis on the learner to process and requires you to wait for an answer. Time is key here, particularly for knowledge that needs to be embedded correctly. There is one other factor that you need to keep in mind. Declarative vs Procedural knowledge as each has a different pathway in which it is established.

Declarative Knowledge vs Procedural

An example might be teaching someone how to make sourdough, and helping to develop an understanding of the process “what is the primary purpose of the autolyse (autolees) rest period after combining the flour and the water?”. This functions as a "fact" to be memorised and then understood as to the importance of this in the process. This is the declarative pathway and can be rapidly acquired (although requires spaced repetition to embed).

In another example from the kitchen, the act of separating of yolks from white in an egg is a skill that requires practice (deliberate practice where possible) and aligns with the procedural pathway. This will get messy, and the key part of supporting this practice is the feedback that is given in the process. To say "there was too much egg white in the final product" is not useful, however the question of "having completed this, what steps could you take to avoid too much of the egg white getting into the final result". This requires the learner to consider the situation and the process, which leads to better learning. This can be started in the next session by recalling the answer that was given.

Next Steps

The Zone of Proximal Development is where the learner requires the support and guidance in being able to acquire the knowledge they need. Beyond what they can do alone, but within what is realistic, this idea is rooted in constructivism (Vygotsky 1978). All in all, the struggle is the key part of this equation, and with your support, it puts what they need to know within reach.

Michael.