Teacher to teacher: What distance learning taught me about productive struggle

Recently, I was asked my most valuable takeaway from the transition to distance teaching and learning. There are many. As we begin a new school year that likely includes more distance learning, my most important learning is that we must transform how we prepare all students to be independent learners and critical thinkers. We need to focus all students — and especially those who learn and think differently — not just on what they’re learning, but on how they’re learning it.

In the first weeks following the transition to distance learning, several common themes came out of conversations with my colleagues: 

• Students weren’t turning in assignments.

• Students were submitting incomplete assignments or ones far below standards. 

• Students were having a hard time with planning, scheduling, and navigating multiple communication channels.

• Students were struggling to manage their emotions. They were coping with feelings of anxiety, depression, fear, helplessness, isolation, and loss. 

These concerns were — and are — valid. But what also began to surface was teachers saying, “Normally, I’d be there to….” In brick-and-mortar spaces, we can sense when students “don’t get it.” Many of us jump into rescue mode. This is particularly true of our most vulnerable students, including students with disabilities and English language learners.

How often in the classroom do we pose questions — and then, when students don’t respond in a few seconds, we continue talking, restating, and explaining? How quickly do we whip out a rubric, self-checklist, or suggested workflow for student projects without explicitly teaching it — and then expect students to use these on their own? 

When used well, these strategies and tools certainly reflect mindful practices. I am in no way suggesting that teachers should stop this meaningful work. But distance learning has exposed that we won’t always be able to swoop in and save the moment. It has exposed an uncomfortable truth that we often thwart “productive struggle.” 

What is productive struggle?

Productive struggle means allowing students to face new ideas and problems. It means that students try to find a solution and persevere when they don’t find that solution the first time. (Productive struggle is not about reaching a point of frustration.) 

This struggle is vital to students developing the problem-solving skills required of college- and career-ready citizens. We should hold all students to those high expectations, including those who learn and think differently. With the right support, they too can become thriving, independent learners.

We may have the best intentions when we step in to help. But when we step in too soon, we may actually be limiting students’ opportunities to grow as learners.

What if, instead of hovering vigilantly over our students, we:

• Allow for long and uncomfortable silences during video lessons to give students “think time” to process questions, consider responses, and muster the initiative to speak up. (This time is invaluable for students who learn and think differently.)

• Explicitly teach self-monitoring strategies early in the school year, like how to create a checklist.

• Integrate skills for independent learning into academics. Social-emotional learning and skills to support executive function can’t be add-ons. They should be part of our everyday work.

• Plan culturally relevant performance tasks that value students’ racial, cultural, and linguistic identities.

• Give students plenty of time to develop a deep understanding of the assignment, including time to ask questions and check for understanding of each of the assignment components.

• Ask students to anticipate potential pitfalls, troubleshoot challenges, and come up with work plans.

• Create ongoing opportunities for students to work together to build persistence and problem-solving skills.

This kind of shift isn’t easy. At a time when our concept of “schools” and “classrooms” has evolved, our teaching must change too. It’s time to focus more heavily on making sure all students develop the independent skills and processes to meet new challenges. It’s time to focus on teaching strategies for learning that students can use throughout their lives.