Editing Step 1 - Identify a Bottleneck to Learning

<span>'''Identifying a bottleneck to learning''' is the first step in the seven steps of [[Decoding the Disciplines]].</span> This step involves identifying a particular place in a course (or in a series of courses) where significant numbers of students are unable to adequate perform essential tasks. Such places are refered to as [[Bottleneck|bottlenecks]]. 

== Describing bottlenecks ==
When describing a bottleneck it is important 

* to focus on specific tasks that many students find difficult or are unable to carry out
* to avoid moral judgments (such as "students just don’t care") or general cultural theories (such as "electronic media are corrupting the learning process").

Here are examples of productive and unproductive ways to complete this step:

=== Example: English ===
''Vague:'' Students cannot interpret texts.

''More Useful:'' Students in literature classes have a particular problem in the basic approach to textual interpretation. Students forever want to go directly to interpreting a text without first getting a good grasp of a text’s content. They need to observe before they interpret, but they are constantly skipping a thoughtful observation stage. Skipping this stage leads to poor interpretations.<ref>Tony Ardizzone, Fritz Breithaupt, and Paul C. Gutjahr. 2004. [[Decoding Humanities]]. In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, (New Directions in Teaching and Learning, Vol. 98), 67-73, edited by David Pace and Joan Middendorf, 45-56.</ref>

This observation is specific enough and provides enough information that it can serve as a starting place for the analysis of the bottleneck. 

=== Example: Biology ===
''Vague:'' Students have difficulty moving from fact learning to a deeper understanding of biological processes.

''More Useful:''  Students have difficulty visualizing chromosomes, appreciating the distinction between similar and identical chromosomes (i.e., homologs and sister chromatids), and predicting their segregation patterns during mitosis and meiosis.<ref>Miriam Zolan, Susan Strome, and Roger Innes (2004). [[Decoding Genetics and Molecular Biology]]. In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, (New Directions in Teaching and Learning, Vol. 98), 67-73, edited by David Pace and Joan Middendorf, 23-32.</ref>
== Cognitive and emotional bottlenecks ==
The obstacles to learning come in two varieties, [[Cognitive Bottleneck|cognitive]] and [[Emotional Bottleneck|emotional bottlenecks]]. Somewhat different strategies are needed to deal with each.  In some cases there may be both cognitive and emotional bottlenecks to learning.

=== Cognitive bottlenecks ===
In these situations students’ learning is blocked because they have failed to master particular mental operations.  To help them overcome these obstacles, it is necessary to first make explicit for oneself precisely what steps are necessary to complete the work that students find so difficult.  ([[Step 2 - Decoding Interview|Step 2 of the Decoding process]])

=== Emotional bottlenecks ===
In other cases students’ difficulties  revolve less around cognitive difficulties, than around the negative emotional reactions of students to either the processes of the course (e.g. students are upset that the work in this course does not match what they did in high school courses in the discipline) or to its subject matter (e.g. some of the findings in the discipline are at odds with things students were taught as they were growing up).  This second set of emotional bottlenecks will be dealt with in [[Step 5 - Motivate and lessen resistance|step 5 of the Decoding process]].

== See also ==
[[:Category:Bottleneck|List of Bottlenecks]]

==References==
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