The Tipping Point

I was having discussion with a colleague and we were talking about the moment in a class where we try to create the balance between confusion and understanding for the students and they then run with the information and make some really great leaps in learning. We did not know what it was called but I mentioned the idea of a 'tipping point' (with Malcolm Gladwell's book in mind) in a lesson, the particular moment in problem solving that can tip students seemingly in three ways, on the path to understanding or to disengagement or complete passiveness. It seemed to me the mark of the expert teacher was the skill of creating the appropriate difficulty in the set problem, then recognise this 'tipping point' moment and then bring all students through the learning experience with the appropriate balance of discomfort and reward.
To me the key to good teaching here is this delicate balance between the task set and the information given to create this tipping point within the group / class. Too much information or telling them all the information can lead a lack of learning and repetition and a lack of challenge. Too little or no information and the students don't know what to do. It is also complicated by the make up of the group as well, some groups need less information to take up the challenge, others need it scaffolded a little clearer or a direct piece of feedback at the appropriate time.

It's my belief that this has been one of the issues that restricts GCA such as TGfU and Game Sense as they by their very foundational beliefs, ask teachers to create these scenarios through game play. For example, the Game Sense model is supposedly used in the following manner - Game (problem) - questions - progression. The problem to be solved in game play is the 'tipping point' of the lesson and, unfortunately by simply giving a general statement of 'ask questions' creates a gross oversimplification to the issue and I believe it is one of the sources of teacher issues when using these models.

If we consider the problem set in the game to be this tipping point, the it is the teacher that needs the skill to make the judgement about the amount of information and the relationship between the questions asked, their own content knowledge in determining the information to be given and the type of delivery needed in relation to the information. Simply asking a question/s is not enough. Which group needs an open question, which a fairly structured one, which a fairly strong hint to get on the path you wish them to explore? From my teaching and coaching experience, the impact of student's own games and sports background and our expectations related to what they can do is then has to be taken into account. I believe we often overestimate some of our natural athlete's abilities in this area, resulting in a negative 'tipping',as we often they will be able to cope with the more open question. This then creates greater discomfort and a lack of learning and often, loud complaints. Add to this the judgement that needs to be made by the teacher of when to push that discomfort a little more and when to give come back to safer ground and we have a complex teaching conundrum: one immensely rewarding if you get it right but one that can also end in disaster and often the pointing at the method used. A common judgement is that it's the model that does not work, not the management of the problem.

Thus the use of any teaching model requiring student exploration must come back to the teacher or the coach and the key moment of the 'tipping point'. It is the crucial learning moment in any lesson.

Do you agree?

Greg