Using Models to Teach

Carenlee Barkdull and Bret Weber, Department of Social Work, University of North Dakota

As two instructors comparing notes about using models in our instructions to students, we find we have very similar results.  We each assign at least one project per class that requires an experiential learning project that engages a non-linear, networking approach.  To help students understand expectations we use detailed written examples to reduce some of the guesswork around the instructions that we provide.

There have been two distinct results.  One is that students more readily understand and are able to produce work that looks like what we had in mind when we designed the projects.  This reduces anxiety among students and frustration for both them and us as we attempt to assess their work. The other less fortunate outcome is that the work is often less inspired.

Our favorite assignments require archival investigations, some work online, and, most importantly, contact with live individuals engaged in work relevant to the topic.  This might include professional researchers, political and community leaders, or persons in some other position of direct relevance to the subject the students are trying to better understand. 

This process is necessarily non-linear. Each group must develop their own set of strategies and networks to accomplish the task.  There is no simple, set, formula or process that will work for everyone.  This requires a degree of creativity and problem solving unfamiliar, if not unprecedented, for most of the students.  Similarly, there is an almost universal discomfort in the beginning because they prefer the more traditional formats they’re used to.  There is an equally common excitement that usually develops around the process.

One strategy for reducing student discomfort and communicating clearer expectations involves the use of models; indeed, the more refined and specific the instructions and examples provided, the lower the frustration and anxiety levels.  Unfortunately, the creativity, problem solving, and even the overall satisfaction for the students and us also seems reduced.  Rather than the strengthening of the mind that can come from heavy lifting, the models seem to facilitate a path-of-least-resistance approach in which students simply begin “filling in the blanks” rather than really grappling with the material and the process.

Bottom line: We worry that use of modeling works to successfully bring more students along what is a less profound journey.