COMPARING TECHNIQUE-DRIVEN AND EXPERIENCE-DRIVEN TEACHING APPROACHES TECHNIQUE-DRIVEN
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instructors may miss the mark. With the best intent, we (myself included) often start our lessons by offering more information and explanation than action, as we attempt to build the student’s understanding first. In doing so, we may be inhibiting learning by overloading our student’s information processing channels!
HOW MUCH INFORMATION CAN A BRAIN HANDLE? One particularly compelling element of experiential learning has to do with “channel capacity". In essence, because there are limits in how many signals (of any kind) the brain can process to make decisions and activate the muscles, too much technical information can take up brain power that might better be used for sensory input from visual, auditory, kinesthetic, and experiential stimuli. Trow in the psychological and emotional aspects of learning to ski or ride and the idea of limited channel capacity is fairly easy to comprehend. As teachers, we need to be very aware of how our contributions can either clog or clear this channel.
Learning to ski or ride bombards our student’s senses with stimuli they must
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either make sense of or ignore. Tese stimuli include the physical sensations of movements and outcomes, as well as the information, instructions, and feedback we verbally or visually communicate. Troughout the learning process, students encounter competing priorities as our instructional directives (cognitive) fight for attention with environmental stimuli (experiential). For effective learning to occur, the instructor must maintain a delicate balance between too much or too little intervention as the student learns. If you offer too much or the wrong type of stimuli, cognitive processing can become overloaded as the student struggles to comprehend. If you offer too little input, experiential processing can become overwhelmed as the student gets lost in the sheer volume of new sensations from unattended practice. Understanding that new or complex input
requires more channel capacity, you can use these experiential principles to keep your
instruction from interfering with learning: QAvoid verbose or technically complicated instructions that tax the
QUse targeted questions rather than detailed directives. Tis will help the student reflect on what “is happening” (familiar) rather than what “should be happening” (unfamiliar). Familiarity makes it easier and faster to recognize and process stimuli.
limits of a student’s ability to process stimuli and move effectively.
QUse purposefully designed experiences which follow the principles of basic
DESIRED STATE (GOAL)
ACTION STEPS
T E N S I ON
CURRENT STATE
Figure 1: Structural Tension Model
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