How important is student buy-in in learning?
The “conversation with your computer” program I described in my last post (see here) is progressing very slowly… I’m just not putting the time I need to into it! I’ll try to get a proto up this month.
But another question has captured my (often fleeting) attention. Have you ever attended a class in which you were simply told to follow instructions… do this, then that, then whatever? No attempt was made to motivate the importance (or even to explain the purpose) of the activities. Were you left feeling like a 2nd grader (at least that’s how I perceive 2nd graders are treated in normal elementary classrooms)? When I thought on this, I realized that I’ve probably taught kids’ classes in a Church setting using strategies similar to that! I’ve committed to always do better. But what does better mean? I think this means that students must be treated as partners in their education! And I believe student buy-in to the learning task is very important to this goal.
But how important is student buy-in in learning? How does buy-in affect the achievement of learning objectives? I don’t know the answer… but I’d like to lay out a few ideas and look for a path to follow for investigating this question… and ask for any input readers may have.
There’s probably a better, more technically accurate term for what I’m calling “buy-in”, but I can’t think of it at the moment. I define buy-in as:
- Explaining to students the relevance and importance (worthwhileness?) of an activity or topic before beginning instruction.
- Soliciting feedback from students regarding their impression on whether the activity or topic is worthwhile - and addressing their concerns - before beginning instruction.
- Allowing students to take part in discussions / decisions on how the topic will be covered and assessed. This may be pretty tough - but in line with Alfie Kohn’s Choices for Children article.
It seems clear to me that student buy-in could:
- take more time and effort than simply covering content.
- enhance student intrinsic motivation (if the instruction is really relevant and they understand how it is relevant). If the teacher can’t provide a good argument for how the instruction is relevant to the students, intrinsic motivation probably won’t be aided.
- allow children to function as a partner in their education - instead of a vessel to be filled with knowledge.
- provide the children with the self-respect associated with being a partner with adults.
Questions to consider:
- Is student buy-in typically solicited in school (elementary, secondary, or post-secondary) classrooms?
- What is the ”educational” term for “buy-in”?
- Is there research examining the importance of buy-in in learning?
- How is “buy-in” related to pedagogy? Traditional education? Project based learning? Constructivism? Constructionism?
- What are the costs of soliciting student buy-in? (in terms of time, …?)
- What are the costs of not soliciting student buy-in?
I’ll be looking into these questions… but I’m not sure where to start. If a reader has any ideas or input, I’d sure like to hear them!