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One of the main goals in phase 2 is that students learn how to interact with perspectives other than their own. While phase 1 is geared towards exploring one’s own view and perspective, the focus of phase 2 is how to interact with others constructively. This means keeping an open mind for other points of view, approaches to work, and experiences. When students feel safe enough to share their own points of view, it is possible to have them engage and interact with their unique perspectives. Bringing differences to the surface may still sometimes lead to moments of tension and discord that may negatively interfere with the learning process (Caroll, 2014).
This phase can be challenging for both students and teachers, since the unease and tension that can arise may feel like the safe learning climate is jeopardized. Interventions in this phase are therefore ideally geared to students practicing to interact with different perspectives in a constructive way, for example by using learning activities in which students work with perspectives that are not necessarily their own, which leads to less emotional discussions. Developing a sensitivity for when moments of tension can occur, and reacting aptly, is also an important teaching-skill during this phase.
The added value in this second phase lies in the increase in academic and social integration by means of meaningful interaction within classroom situations. Research shows that social integration (forming meaningful connections with peers and staff) as well as academic integration (academic performance, self-perceptions, academic progress and a belief that lecturing staff are personally committed to teaching and supporting students) (Nevill & Rhodes, 2006) are related to student retention. Another added value lies in the increase in collaborative and communication skills of students, especially within diverse groups. These skills are mentioned in all the models describing 21st century skills that were formulated in order to guide and stimulate educational innovation (Voogt & Pareja Roblin, 2010).
Learning goals phase 2:
Learning goals phase 2:
- Students know how to recognize other perspectives than their own and are able to interact with these perspectives in a constructive way
- Students know how to recognize unease and tension that these interactions can bring, and have practiced resolving them.
Teacher testimonials:
“I spent time with my first-years in Psychology on an introduction activity during the first tutorial in, so I know my students and they know each other. They also seem to mix when they have to pair up, or work in groups. However, sometimes during a discussion, it will get really heated, around topics that I also have an opinion about. I’m very happy that they feel safe enough to give their personal views on topics. What makes it challenging is that students seem to react from a place of emotion rather than rationally weighing arguments, especially when I’m asking them to reflect on their personal experience. I’m not entirely sure how to resolve the tension that occurs at those moments.”
“Thinking critically is, in my opinion, one of the most important things we can teach students when they are studying Law. I try to stimulate their thinking by challenging them with controversial statements or having them convince they neighbour of an opposite point of view during my lectures. This works, sometimes. Other times the interaction just doesn’t happen. Perhaps students don’t feel comfortable enough yet to really engage and disagree with each other, or perhaps the groups are too big. It would be useful to have more tools as to how to approach this.”
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