Really great point - purely rote learning is definitely a major piece of this category, if not the category in itself. Basically an inability to move up Bloom’s taxonomy from the first level or two. I very recently spent hours with a student who had this exact issue - they tested well, but couldn’t even begin to do the applied work unless they were walked through it, precisely, step by step. Zero capability of generalizing, but fully capable of absorbing and recollecting facts… just no understanding associated with it. No connections.
I don’t know that i have the patience to do that more than once per person, i end up analyzing their thought patterns to sus out the root cause of the failure to adapt to new thinking. This kind of thing might be based on family culture or inappropriately reinforced assumptions about basic concepts that did not got caught by earlier educators. I will explore their cultural and family backgrounds to figure out how assumptions from there affect these failures to adapt to more dynamic environments.
A new model can be planted over inappropriate beliefs for the context of the new environment (here at work, generalizing is not only okay but necessary), and then it has to be reinforced over many months to keep the previously dominant mindset from reverting and help them build comfort with the new way of thinking.
The great part about this is that people who learn the adaptations this way will naturally teach others with the same maladaptions, and much more effectively. The terrible part is that it is slow and tedious and almost always includes religion or trauma
Yeah, this point about really needing time is pretty real. I recently came to the conclusion that some folks really just need to retake the core courses multiple times (and seeing if we can change this pattern) because it just takes them a long time to unlearn helplessness in the field and adapt.
And absolutely, as you’ve said, I find those who do adapt go from someone taking our most basic course three times to becoming a top student. Those who don’t adapt fall to cheating and/or dropping out. I usually have about 500-800 students per term, and with about 20-30% falling into this category with more each year, one-on-one interventions are rare and you usually only catch them on their second time around once they finally heed our requests to come talk to us.
I’d be curious what other fields work with this so I could go read some papers or other materials on these mindsets, it sounds like there is quite an overlap to what we’ve been experiencing, I appreciate these insights!
Edit: Oh, and adding that I’ve spoken to some researchers in trauma informed education and I imagine the overlap here is high in terms of approach - recognizing how different behaviours can be linked to trauma and considering the approaches that can be taken to ease them back into stronger academic habits. It’s been a while since my talks, but this could spark some more, as I hadn’t quite connected the rote memorizes to this. Seems quite feasible for at least a subset.
Really great point - purely rote learning is definitely a major piece of this category, if not the category in itself. Basically an inability to move up Bloom’s taxonomy from the first level or two. I very recently spent hours with a student who had this exact issue - they tested well, but couldn’t even begin to do the applied work unless they were walked through it, precisely, step by step. Zero capability of generalizing, but fully capable of absorbing and recollecting facts… just no understanding associated with it. No connections.
That gave me something to think about, thank you!
I don’t know that i have the patience to do that more than once per person, i end up analyzing their thought patterns to sus out the root cause of the failure to adapt to new thinking. This kind of thing might be based on family culture or inappropriately reinforced assumptions about basic concepts that did not got caught by earlier educators. I will explore their cultural and family backgrounds to figure out how assumptions from there affect these failures to adapt to more dynamic environments.
A new model can be planted over inappropriate beliefs for the context of the new environment (here at work, generalizing is not only okay but necessary), and then it has to be reinforced over many months to keep the previously dominant mindset from reverting and help them build comfort with the new way of thinking.
The great part about this is that people who learn the adaptations this way will naturally teach others with the same maladaptions, and much more effectively. The terrible part is that it is slow and tedious and almost always includes religion or trauma
Yeah, this point about really needing time is pretty real. I recently came to the conclusion that some folks really just need to retake the core courses multiple times (and seeing if we can change this pattern) because it just takes them a long time to unlearn helplessness in the field and adapt.
And absolutely, as you’ve said, I find those who do adapt go from someone taking our most basic course three times to becoming a top student. Those who don’t adapt fall to cheating and/or dropping out. I usually have about 500-800 students per term, and with about 20-30% falling into this category with more each year, one-on-one interventions are rare and you usually only catch them on their second time around once they finally heed our requests to come talk to us.
I’d be curious what other fields work with this so I could go read some papers or other materials on these mindsets, it sounds like there is quite an overlap to what we’ve been experiencing, I appreciate these insights!
Edit: Oh, and adding that I’ve spoken to some researchers in trauma informed education and I imagine the overlap here is high in terms of approach - recognizing how different behaviours can be linked to trauma and considering the approaches that can be taken to ease them back into stronger academic habits. It’s been a while since my talks, but this could spark some more, as I hadn’t quite connected the rote memorizes to this. Seems quite feasible for at least a subset.