Group #1 Discussion Board by

Providing Feedback to Encourage Student Problems Solving Skills

SummerITLSGroup1 — 2025-05-14 18:48:25 UTC

I thought that all of the learning principles were very interesting, one that stuck out to me was principle #3. I hadn't considered as deeply the ability for feedback as a method to encourage students to develop their own problem-solving skills. However, it's almost as if feedback is the most important part of learning. How will students learn if they are not allowed to make mistakes and then use those mistakes to build their skills. By providing our students with feedback, we are scaffolding their understanding of certain topics as well as guiding their own definitions of processes and practices.

Principle #1

jrobin437 — 2025-05-15 17:14:42 UTC

Principle #1 really stuck out to me. The thoughts on how students understand new ideas and information is key for teachers teaching them. It makes sense that this is the first principle. I love the idea that prior knowledge builds into new knowledge. That is such a simple way to begin. What do the students already know? How can we use that to help them learn something new. It is truly like building a tower. You start with the foundation and then work up, it won't work any other way.

Principle 2: Practice

a02342786 — 2025-05-15 19:52:03 UTC

I really like the emphasis that this principle puts on allowing the space for students to practice. So often, at least from my experience, teachers teach some sort of new material and expect students to be proficient in its application immediately, as if the lecture itself was sufficient in teaching. For many this couldn't be further from the truth. Students need to be presented with new information and given the space to practice with it. And there is a reason the next principle is feedback, because the feedback on the practice is key to mastery. I think this is why I struggled so much as a math student, because when doing my math homework, I was given the time to practice but the feedback was usually just a red pen sticking out the wrong answers. I never knew where I went wrong in my process, and thus the practice and feedback were insufficient.

Last semester i took a teaching writing course, and one of the main ideas i took from the course is that in order to teach students on how to write well, you must give them the time to write, and often without a grade attached to the writing. Students simply need to write and practice to get better. We can lecture all day on punctuation and verb usage, but without practice that lecture is useless. It the same idea why we have labs and experiments in science classrooms, so students can apply what they have learned for themselves and see it in action. If they mess up, they will se the importance of each step and learn to do each step correctly. That practice is key in every subject. Without practice, we never learn a thing.

Principle 3: How do Students Solve Problems

a02472926 — 2025-05-16 20:57:10 UTC

Learning Science Principle 3 is the one that most interests me since it emphasizes how crucial feedback is to solving problems and actually learning. The emphasis on feedback being timely, specific, and improvement-focused rather than performance-focused resonates strongly with me. It forces me to reflect more thoroughly and modify my strategy, both of which are essential for successfully resolving issues. The concept of feedback literacy, being able to comprehend and apply feedback to enhance my tactics, also resonates strongly with me. I feel that the cycle of valuing criticism, passing judgment, controlling my emotions, and acting is how I truly learn and develop. I can see how my motivation and past experiences affect how I respond to feedback and how that response can result in genuine progress thanks to the 3P Model. This idea appeals to me because it's not just about correcting errors; it's about improving as a thinker and learner over time.

Principle #1

a02250816 — 2025-05-17 05:17:02 UTC

The things that stood out to me most is how using this particular way of learning sciences allows not only students to create an idea of what they already know, what they want to know but also what they learned in the end. Along with that, it allows teachers to create an environment that better builds an understanding of development and what it is in a whole. With learning sciences, I also found it really interesting that it is also known as the interdisciplinary research that allows for those studies to be done on the development of education and where students currently are.

Principle 2 practice

2025-05-17 05:25:21 UTC

I loved principle two it’s one that I’ve been “practicing” over the years. While you want to see your students succeed, it’s easy to jump in and make sure it happens by your own hand. But when you do that, you take that success away from the student. If this happens too often, students can start to struggle with learned helplessness later in life. I remember a teacher once talking to me about the importance of letting students get back up and not making small things a big deal (like tripping)—obviously only if they’re actually okay. When it comes to teaching, students need time to explore and experiment with new knowledge. Trying and figuring out what doesn’t work can be just as educational—if not more—than finding the “right” way to do something. Practicing and learning to love the learning process is so important. And always will be.