August

Explaining the “why”

Thirsty for a Strong Instructional Practice?

August 30, 2018

Remember when you were a teenager and your parents told you to do something, and you asked why, only to be told, “Because I said so!” Remember how infuriating that was?

Other than the general teenage-angst factor, the reason this response was maddening was that it was not a sufficient answer to the question. Explaining the “why” allows students to find purpose in action and helps them find meaning in the world and their place in it. Lack of clarity around the “why” provokes the opposite response. 

Take a SIP of this: explaining the “why”

Understanding the “why” is important in higher education, where many students struggle to find their place, achieve a sense of identity and belonging, and keep going when the going gets tough. Infusing the educational experience with meaning and reason can also be a powerful method of fostering equity for students who are not familiar with the words and actions of the college experience. Understanding the “why” of college is often dependent on cultural capital that many first-generation students or students from underserved high schools lack, so explaining “why” can help level the playing field. 

To provide clarity and meaning for students:

• Begin by providing the “why” in your syllabus. Connect every listed assignment or grading category to the course outcomes. By overtly connecting action to outcome, the “why” quickly becomes apparent.
• Every time you ask students to do or produce something, contextualize the request in meaning.

Instead of: Today is Tuesday; finish this assignment by Thursday.

Try: I realize this assignment involves a lot of reading and writing in a short amount of time, but to get the most out of the cool activity I have planned for Thursday, it is important that you have learned this material by the time we begin.

• Connect students’ academic experience to their career goals. For most Metropolitan State University of Denver students, college is a means to a professional future. Help students see how the skills they gain in general-studies courses will prepare them for internship experiences and post-graduate work.
• Build self-reflection into the curriculum. Journaling or writing about experiences, challenges and growth can help students see why they are in college.

To develop students' critical-thinking skills:

• Instead of overtly explaining the “why” to your students, have them tell you why they think you are requiring them to do something. The dialogue that ensues can be interesting! As a corollary, ask students how they think a certain assignment or activity applies to their daily lives.
• Invite authentic feedback and dialogue around the “why.” Explain your reasons to students, and ask them what they think. Be prepared to receive their criticism with an open mind, and perhaps alter your course structure or pace to accommodate their reactions.
• Allow students to reject your interpretation of the “why.” This is an important step in the development of strong self-advocacy skills. Let them try this out in the safe space of your classroom. Help them find an appropriate way to meet the outcomes and find meaning in the work.

Students may ask: “Why do I have to write a term paper for the final project? Isn’t there another way to show that I know the material?”

You could answer: “What other ways do you have in mind to show me you are meeting the outcomes for this course? Let’s discuss an alternative assignment structure.”

• Universal Design for Learning incorporates differentiation and support into the course structure. If your class is universally designed, students should be able to self-advocate by choosing the means of representation, engagement and expression that best fit their interests and learning style. For more information on UDL, go to The Well and check out other SIPs on the topic.
• Never assume. Instead of pointing out negative behavior with an accusation, ask your students why they are behaving in a certain way, connect that behavior to implications, and offer support. Instead of approaching students with the energy of accusations, you will be approaching them with the energy of assistance.

To get to the student’s “why” and, perhaps, prevent frustration for yourself:

• Never assume. Instead of pointing out negative behavior with an accusation, ask your students why they are behaving in a certain way, connect that behavior to implications, and offer support. Instead of approaching students with the energy of accusations, you will be approaching them with the energy of assistance.

Instead of: You miss too much class, and you are going to fail/get a lower grade.

Try: I notice you frequently miss class. When you are not in class, you miss activities and information that can help you succeed. Is there something I can do to help you attend class more regularly?

• When you ask your students “why,” be prepared to refer them to the appropriate resources that will support their answer. Roadways, the Counseling Center, the Health Center and academic programs are great places to start.
• Remember that the academic and the out-of-the-classroom “whys” might be at odds. For example, a student might not be doing the reading in your class because their financial aid is not resolved, causing them stress or requiring them to work extra hours. You may think a student seems “lazy” or disengaged, but they might be having serious trouble at home, be suffering from food insecurity or have any number of reasons that prevent strong performance. Remember to consider the entire student, not just their relationship to your content or class.

Whenever you feel you are at the end of your patience, remember the most important “why” of all:  Why are you here? For the students! Exploring meaning and purpose with them will truly change their lives.

Still thirsty? Take another SIP of explaining the “why”:

• Why We Need to Know Why
• On finding purpose: 7 Strange Questions That Help You Find Your Life Purpose
• Education theorist Lisa Delpit’s work on how “decoding” the educational experience can foster equity and help close the achievement gap

Visit The Well for more great ideas and resources for Strong Instructional Practices in your higher-education classroom!