Trajectories To Adaptive Expertise
Schwartz and his colleagues suggest two possible trajectories to adaptive expertise 1) innovate and then become efficient or 2) become efficient and then practice innovating. In several studies of instructional interventions, they have demonstrated that trajectory 1, innovation to efficiency, is the better developmental path. Based on this finding, these researchers have suggested that before learning procedures for solving problems, students should first be given the opportunity to innovate and attempt to discover solutions to novel problems without instruction. Following this practice with innovation, students can then benefit from routine practice, with less risk of becoming a routine expert or simply a frustrated novice.
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Famous quotes containing the word adaptive:
“The shift from the perception of the child as innocent to the perception of the child as competent has greatly increased the demands on contemporary children for maturity, for participating in competitive sports, for early academic achievement, and for protecting themselves against adults who might do them harm. While children might be able to cope with any one of those demands taken singly, taken together they often exceed children’s adaptive capacity.”
—David Elkind (20th century)