A GP educator struggles to engage and motivate his neurodivergent students with a traditional pedagogical approach.  She wants to try a relaxed pedagogy that promises to be more inclusive and transformative, but she is unsure how to implement it and what the consequences might be.

The case.....

Dr. Lee is a GP educator for QMUL and she is responsible for teaching four medical students (year 3) who are neurodivergent.  She has been using a traditional pedagogical approach that involves lecturing, quizzing and assigning readings and essays. However, she has noticed that her students seem bored, frustrated or confused during her tutorials. She feels that she is not able to connect with them or inspire them to learn. She has heard about relaxed pedagogy and its potential to create a more inclusive, flexible and transformative learning experience for disabled and neurodivergent students, but he is not sure how to adopt it in his context. 

What should Dr Lee do? Why?

Relaxed pedagogy for inclusivity 

This article on relaxed pedagogy provides insight into the challenges and benefits of creating an inclusive learning environment. 

https://postpandemicuniversity.net/2020/09/10/relaxed-pedagogy-relaxing-teaching-and-learning-in-the-university/ 

The article challenges the dominant and rigid way of teaching and learning in higher education, which excludes and oppresses disabled and neurodivergent people. It proposes a relaxed pedagogy that is inspired by disability and neurodiversity culture and critical pedagogy, which aims to make higher education more accessible, diverse and transformative for everyone.

The article itself is challenging to read (a paradox in itself).  I have redesigned the content to make this more memorable and accessible. 

Key ideas 

• Relaxed pedagogy: This is a pedagogical approach that aims to create a more inclusive, flexible and transformative teaching and learning experience for disabled, neurodivergent and other marginalized students and teachers in higher education. It is based on the principles of horizontal relationships, non-linear structures, multimodal communication, flexibility, autonomy, collaboration, creativity and care. For example, relaxed pedagogy allows students to choose their own pace, format and mode of learning; provides multiple options for assessment; uses different media and platforms to deliver content; encourages peer support and feedback; fosters critical thinking and social awareness; and creates a safe and supportive learning environment.

• Uptight pedagogy: This is the current dominant pedagogical approach in higher education teaching (HET) that is based on ableist and neuro-ableist principles and practices that create norms and expectations of how bodies and minds are supposed to learn, teach and interact in higher education. It is based on the principles of vertical hierarchy, linear structure, disciplining, controlling and punitive orientation. For example, uptight pedagogy imposes a rigid curriculum and timetable; requires students to sit still, listen attentively and take notes; uses standardized tests and grades as the main form of assessment; relies on verbal and written communication as the main mode of content delivery; discourages collaboration and diversity; and creates a stressful and competitive learning environment.

• Ableism: This is a form of discrimination and oppression that devalues and excludes people who have physical, mental or cognitive impairments or disabilities. It is based on the assumption that there is a normal or ideal way of being human that everyone should aspire to or conform to. For example, ableism manifests in the lack of accessibility and accommodation for disabled people in various domains of life such as education, employment, health care, transportation, etc.

• Neuro-ableism: This is a form of ableism that specifically targets people who have different ways of thinking, learning, processing information or expressing themselves due to their neurological diversity or neurodivergence. Neurodivergence refers to the variation in human brain function and behavior that includes conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, etc. Neuro-ableism is based on the assumption that there is a normal or ideal way of being neurotypical that everyone should aspire to or conform to. For example, neuro-ableism manifests in the pathologization and stigmatization of neurodivergent people; the imposition of neurotypical standards and expectations on them; the denial of their agency and autonomy; the exclusion or marginalization of their perspectives and contributions; etc.

How does it relate to existing theories?

• Behavioural learning theories: These theories focus on observable and measurable behaviours that are learned through reinforcement and feedback. They assume that learning is a passive and linear process that can be controlled and shaped by external stimuli and consequences. For example, behavioural learning theories use rewards and punishments to motivate learners; use drills and repetition to reinforce learning; use objectives and outcomes to guide learning; use tests and grades to measure learning. The article challenges these theories by arguing that they are based on ableist and neuro-ableist assumptions that ignore the diversity and agency of learners. The article proposes relaxed pedagogy as an alternative that allows learners to choose their own goals, methods and pace of learning; provides multiple options for assessment; uses different media and platforms to deliver content; encourages collaboration and creativity; and creates a supportive and caring learning environment.

• Cognitive learning theory: This theory focuses on the mental processes that are involved in learning, such as perception, memory, attention, reasoning, problem-solving, etc. It assumes that learning is an active and constructive process that can be facilitated by providing meaningful and relevant information and experiences. For example, cognitive learning theory uses schemas and models to organize information; uses examples and analogies to illustrate concepts; uses strategies and techniques to enhance memory and comprehension; uses feedback and reflection to improve learning. The article aligns with some aspects of this theory by acknowledging that learners have different ways of thinking, processing information and expressing themselves due to their neurological diversity or neurodivergence. The article also suggests that relaxed pedagogy can facilitate cognitive learning by providing multimodal communication, non-linear structures, flexibility and autonomy for learners.

• Social learning theories: These theories focus on the social and cultural factors that influence learning, such as interactions, communication, collaboration, observation, imitation, etc. They assume that learning is a social and situated process that can be enhanced by creating opportunities for learners to participate in authentic and meaningful activities with others. For example, social learning theories use group work and peer support to foster cooperation and dialogue; use role models and mentors to inspire and guide learners; use scenarios and simulations to create realistic contexts for learning; use communities of practice to share knowledge and experiences. The article supports these theories by emphasizing that relaxed pedagogy can improve the teaching and learning experience for disabled, neurodivergent and other marginalized students and teachers by creating horizontal relationships, fostering critical thinking and social awareness, encouraging peer feedback and collaboration, and creating a safe and supportive learning environment.

How should Dr Lee use this knowledge to plan and deliver a relaxed teaching?

Think about your teaching.  Is it inclusive of the different way people think and learn? What is working well and what could be better?

Personal thoughts - Rofique  

I enjoyed reading the article. It uses the ‘relax’ metaphor to appeal to the human aspect of teaching and learning. It draws on existing educational theories to propose relaxed pedagogy. Inclusivity is not a new topic in medical education, but it still needs more attention and action. We have made some progress, but we can do better. We need practical solutions for planning and delivering inclusive learning experiences. We need to make this process easy and memorable for educators. The GNOME acronym is a clever solution that, combined with design principles, could help us create more inclusive learning environments.  Exisiting and emerging technology should align with these ideas.