Transactional distance is the psychological gap existing
between a learner and their teacher. In other words, you and the student are
not on the same page.
This gap must be
bridged for learning to occur.
There are three variables that can be manipulated to
decrease transactional distance: dialogue, structure, and learner
autonomy. Our last stop in
understanding Transactional Distance is learning how to alter the structure.
Click here for more information regarding Transactional
Distance Theory and here for a discussion on dialogue’s role in decreasing Transactional
Distance.
Course structure is not the same as preparedness and less
structure does not mean that the instructor is less prepared. A course high in structure does not
allow time for productive interaction because there is no time for
deviation.
A course low in structure allows for the instructor to respond to the
learner’s individual needs.
Break down the structure barrier by making these adjustments
to your plans:
1. Be
responsive in real time
The most important time for teacher-student interaction is
immediately when they enter the classroom. Be available when they enter for conversation. Stand and wander throughout your room
as they unpack. Avoid sitting
behind your desk.
To you, when a
student asks a question, that is just what it is, a student question. However to them, it may resonate
deeper. You are their TEACHER, and
they HAVE TO TALK TO YOU. Remove
that stigma and be approachable.
When you respond to them immediately, they
feel attended to and more connected to your course. This
will give you a small psychological advantage. You become easy to talk to.
2. Involve them
You give a student information sheet at the beginning of the
year, use it to get them involved.
For example:
A painfully quiet student notes that she likes to ride
horses. So do you. As a math example you say: “ Growing up I rode horses and the barn was
1100 square feet big with 11 stalls… at least one of us in here also rides ( as
you say this she perks up and you quickly give her a quick glance of
recognition)…. How big is each stall?”
A quick glance of recognition is all she needs. Hook line and sinker. You involved the student without
calling attention to her.
Examples are
important and your students need them.
Rather than a random example, pull on from a student information
sheet.
3. Create small
opportunities to participate but not standout
Design lesson where students contribute. As they contribute, they take ownership,
feel connected, and Transactional Distance decreases.
Classic examples are think-pair-share and interview a buddy
Less common examples that work even better:
-five minute screen play (give them 5 vocab words, pretend
they are characters in a movie, briefly describe their relation to each other)
-rename the unit (Topic 4 in your planner is “Earth’s
Motions and Seasons”, to them it is “the causes of winter and the tilt” or
“really boring stuff about angle and intensity of insolation”)
Ask for volunteers.
Collect everything and quickly read them aloud. They look forward to hearing theirs
while listening to the others.
This is so quick and yet so effective.
4. Give them a choice
You have to do the following in an 84 minute block of time,
each item takes 14-16 minutes
-group open notebook quiz
-think pair share and report
-white board review activity
-item a-e in notepacket
In this situation, you don’t care when they take the group
quiz. They vote and decide to take
it first. THEY decided to take it
first. This is another way the
students take ownership and feel connected.
When they have
control of certain aspects of your plan, they feel connected. When they feel connected, Transactional
Distance decreases.
5. Introduce a
little autonomy for work outside of school
This goal is to create
a flexible, student responsive course.
Giving them choice of what and when to complete homework will make them
feel responded to.
Try the following:
List five items for homework. Tell them to choose three to
submit. Most will choose what they
perceive to be the easiest. Spend the
necessary time to make the three “easiest” the most beneficial.
Further, create a flexible due date, they need to submit it
within the next four days.
They choose what and
when to complete and it no longer is work assigned by the teacher.
6. Use
scenarios to make them feel right
Personalize the lesson by using scenarios and themed
questions. When supported with
evidence, opinions are never wrong.
A student will feel that their
opinion is correct and connect themselves to content being taught.
Flexibility is all about making the learner feel
individualized.
You can not get any
more individualized than a learner leaving your class with an opinion that they
formed from the content you taught.
In summary, structure is relative and qualitative. Different content areas lend themselves
to lessons that are less structured and more flexible. Incorporate the ideas discussed above
into your own instruction and find a balance that is appropriate for you and
your content. Taken out of
context, “low structure” can be confusing. Addressing your lessons and prioritizing opportunities for
student individualization is what I’m advocating.
Thanks for reading.
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