Helping Others Learn - Don't Snatch The Puzzle Piece

It's clear to me that the piece is simply the wrong way up, yet I watch as they pick it up, try it in different positions, and get close but fail to make the connection.

What do I do?

The temptation is strong to grab the piece, place it correctly, and declare the job done. But I know this doesn't help their learning. The struggle is the key part of this process. I wait patiently, but during that time, the learner gives up and declares that it can't be done.

Now, I have a role to play.

The Puzzle Piece Problem

This is the Puzzle Piece Problem. It violates a core principle of helping others learn through constructivism: we construct knowledge through active struggle. If I provide the final answer for someone else, I take away their moment of cognitive closure—the click where the brain makes the connection. However, if the challenge feels too difficult, they might abandon the task before making that crucial connection. The key is that the effort must be theirs. When I intervene too soon, I turn a complex problem into a simple memory task. Worse, they may become dependent on me to solve these problems for them in the future.

It's not a case of standing by idly. The power of feedback can make all the difference. However, the type of feedback I provide determines how well they can navigate the learning at hand.

How to Stop the Cycle

So, how do I stop? I enforce the 5-Minute Productive Struggle Rule.

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

Step 1: The Pause

Before I speak, I commit to a 5-minute pause. I let the learner wrestle with the problem. This is where their brain builds new connections. At this point, any comments should address barriers or obstacles that the learner is stating.

Step 2: Scaffolding, Not Solving

When I intervene, I don’t give the answer. Instead, I 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 you can consider in this process?"

"You've tried this process previously and faced similar issues. What other 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 emphasizes the learner's need to process and requires me to wait for an answer. Time is key here, particularly for knowledge that needs to be embedded correctly.

Declarative Knowledge vs Procedural Knowledge

There’s one other factor to keep in mind: declarative vs procedural knowledge, as each has a different pathway for establishment.

For example, teaching someone how to make sourdough involves developing 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 understood in terms of its importance in the process. This is the declarative pathway, which can be rapidly acquired (though it requires spaced repetition to embed).

In another kitchen example, the act of separating yolks from whites 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 given in the process. Saying, "There was too much egg white in the final product," is not useful. However, asking, "Having completed this, what steps could you take to avoid too much of the egg white getting into the final result?" requires the learner to consider the situation and the process, leading to better learning. This can be revisited in the next session by recalling the answer given.

Next Steps: The Zone of Proximal Development

The Zone of Proximal Development is where the learner requires support and guidance to acquire the knowledge they need. It lies 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. With my support, it puts what they need to know within reach.

Embracing the Journey

Learning is not just about reaching the destination; it’s about enjoying the journey. Each twist and turn, each bump in the road, adds to the richness of the experience. I remind myself that every moment of struggle is a stepping stone toward mastery.

So, let’s celebrate the messiness of learning! Let’s embrace the hiccups, the stumbles, and the unexpected detours. After all, who wants a straight path when you can have a whimsical adventure filled with surprises?

In this playful dance of knowledge, I am not just a guide; I am a fellow traveler, sharing in the joy of discovery. Together, we can navigate the winding roads of learning, armed with curiosity and a sprinkle of imagination.

Michael.