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In Chapter Twenty of "The Optimal Mismatch," we explore the concept of learning as a pathway to growth and positive change. For both teachers and students, effective learning involves striking a delicate balance—challenging enough to foster development but not so difficult that it leads to frustration. We examine how to design learning experiences that push individuals slightly beyond their current capabilities, ensuring that they are encouraged to stretch themselves without feeling overwhelmed. This chapter sheds light on the oxymoron of teaching, where the right amount of challenge is essential for true growth.
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The Optimal Mismatch Chapter Twenty
Learning means growth. Growth inherently means positivechange. Change in important things like capacity, flexibility, and complexity mean migrating from where you are – stretching yourself. This is true of teachers and students alike – actually everybody in all types of endeavors. The problem to solve is
We can only jump so far up at a given time – If learning requires too much of a leap, we are frustrated – we are almost there, but -- If learning tasks require too little we can be comfortable but – probably won’t grow – We do best in a state where we are slightly overmatched – we have to move upward – but not so overmatched that we can’t adjust.
And so it is as we plan learning experiences for or students. If we plan so that they can keep on at their current level, they won’t move upward. If we ask too much, they can’t manage. That’s the oxymoron of teaching!
