Linda C. Hodges, retired director of the Faculty Development Center at the University of Maryland Baltimore County, suggests that focusing on cultivating a sense of belonging, fostering engagement, and providing deliberate practice can guide our decisions on using generative AI in teaching.
During the pandemic, Hodges reflected on the challenges of making choices in remote instruction, emphasizing the need to return to fundamental goals for student learning. She advocated for backward design, where teaching activities and assessments are driven by these goals. While planning, educators face numerous teaching choices, now complicated by the role of generative AI. Hodges proposes grounding pedagogical planning in humanity by considering belonging, engagement, and practice as key learning facets.
Belonging, as highlighted by Abraham Maslow, is crucial in motivating students. Research shows that feelings of social support and connectedness enhance students’ engagement and motivation. Terrell Strayhorn describes belonging in academia as feeling supported and cared for, which fosters commitment to the community.
Engagement, a complex concept, includes behavioral, emotional, and cognitive elements. These aspects relate to motivation and belonging, with each influencing the other. Cognitive engagement depth varies and affects learning, with Chi and Wylie noting that interaction and knowledge co-construction maximize higher-order learning.
Deliberate practice, initially recognized in performance fields, involves a scaffolded approach building on students’ current mastery levels. It advances their skills through guided feedback and incremental development tailored to disciplinary needs.
Hodges notes that many trusted teaching methods address these learning aspects. Recognizing them as teaching goals helps discern when to use generative AI. Key questions include how AI can enhance learning facets and how students perceive its role. She suggests promoting connection by learning names and using welcoming language, fostering involvement through clear expectations, and developing skills with practice and metacognition activities.
Hodges emphasizes that success fosters belonging and engagement, while deliberate practice supports learning. Implementing formative activities and encouraging reflection on progress can enhance students’ metacognitive skills and self-regulation.
Original Source: scholarlyteacher.com
