In Order To Increase Student Responsibility, Educational

909 WordsApr 29, 20174 Pages
In order to increase student responsibility, educational researcher Scardamalia (2002) called for implementation of collective cognitive responsibility, a theoretical model that motivates students to “take responsibility for knowing what needs to be known and for insuring that others know what needs to be known” (p. 2). The benefits of collective cognitive responsibility are clear. When teachers put the onus of strategic cognitive activity on the students, the classroom switches from passive “sit and get” learning to active knowledge building. One critical component of collective cognitive responsibility is the concept of democratizing knowledge. Scardamalia posited that in a world of democratized knowledge “all participants are legitimate…show more content…
However, Lewis (2001) demonstrated that coercive discipline actually decreases a teacher 's ability to turn cognitive responsibility over to students; ”coercive discipline...inhibits the development of responsibility in students and distracts them from their schoolwork” (p. 307). Furthermore, Lewis found through comprehensive, world-wide studies, that discipline policies do not influence student behavior. Lewis calls for educators to find more productive techniques to improve students’ sense of social responsibility. The preceding information leaves educators with a catch-22. In order to increase students’ collective cognitive responsibility, educators must turn more responsibility for learning over to students. However, if students do not already have a sense of responsibility to their learning community, because of extrinsic low expectations and intrinsic egocentrism, then giving students more responsibility appears impossible. The solution lies in increasing students’ self-awareness. Self-Awareness and Self-Regulated Learning: A Goal and a Yardstick There is a growing body of research that shows the importance of increasing self-awareness in students. First, it is a powerful tool for changing behavior. As discussed above, traditional methods of coercive discipline do not change student behavior; Demetriou (2001) showed that self-awareness “influences the individual
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