The Liminal
Liminal XVI- Yang Cao
What is the liminal learning space?
The liminal learning space is a state of mind that students experience during their learning processes. This learning space is described as the period in learning whereby students are emerging from one understanding to another (Land, Rattray & Vivian, 2014). Although this learning space isn't physical, it is a crucial aspect of students developing as learners. Students need to experience learning in the liminal space as they need to challenge themselves and their thinking in order to make deeper connections and understandings (Land, Rattray & Vivian, 2014).
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The liminal space...from a teachers prospective:
As teachers, we want our students to push themselves and challenge their thinking in order to make more meaningful connections and understandings in their learning. Creating a space where students feel comfortable to take risks in their learning and be guided through their challenges is crucial to encouraging students to learn in the liminal space (Land, Rattray & Vivian, 2014). A strength to introducing this learning space to students is that teachers can guide students when they are challenging their thinking and taking educational risks through supporting and nourishing their learning process (Sharpe, Beetham & De Freitas, 2010).
Teachers can promote learning in the liminal space through creating lessons and ideas that allow students to guide their own thinking and develop their own learning. The lessons designed need to include time where students are challenged, discuss their understandings and emerge from one understanding to another (Sharpe, Beetham & De Freitas, 2010). This helps teachers to see who is willing to take risks with their learning and spend time in the liminal space to form greater connections with their ideas (Land, Rattray & Vivian, 2014).
Norah Colvin (2014) Retrieved from: https://norahcolvin.com/2014/08/17/motivation-why-we-do-the-things-we-do/
Teachers may face challenges with students who face too much uncertainty when learning in the liminal space. This refers to students who cannot move from a surface base understanding (Land, Rattray & Vivian, 2014). The liminal learning space works well if students are able to reform their meaning create new ideas based on prior understandings. If students cannot create deeper connections and meaning, learning in the liminal space will not result in transformed thinking (Land, Rattray & Vivian, 2014).
Retrieved from: https://www.linkedin.com/pulse/21-simple-ideas-improve-student-motivation-karley-ashfield
The liminal space...from a students prospective:
Students learning in the liminal space have a great opportunity to develop strong links between ideas. The liminal learning space encourages students to make mistakes and learn from them to benefit their learning. Strengths for students in regards to this space are the deeper meaning connections that are made through learning in the liminal space. Students who progress through this phase of thinking will develop thinking strategies that they will continue to employ throughout their learning journeys (Sharpe, Beetham & De Freitas, 2010). The liminal learning space helps students to develop their thinking further and to 'come out the other side' with new connections and ideas (Land, Rattray & Vivian, 2014).
Students who frequently learn in the liminal space will continue to do so as life long learners. The liminal learning space is an individual way of thinking that helps you to reform meaning and create deeper connections. This way of thinking can be used throughout your whole life to process and develop new ideas (Sharpe, Beetham & De Freitas, 2010).
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Some students may struggle to work in the liminal space as they do not have the confidence or support to challenge their own thinking. The liminal space may be a daunting area as students may get frustrated or deterred by prospect of the unknown result (Land, Rattray & Vivian, 2014). Some students may view the liminal learning space as a weakness in the class because it revolves around intrinsic reward.
Students who are unmotivated and do not take risks in their learning will struggle to work in the liminal learning space. The liminal learning space requires intrinsic motivation and personal learning goals so that students can see the potential of their learning. Without this intrinsic motivation, students may struggle to progress through the liminal learning space (Land, Rattray & Vivian, 2014).
Retrieved from: http://theconversation.com/its-true-happier-students-get-higher-grades-41488
How can we create a positive liminal learning space?
In order to promote the liminal learning space teachers and schools need to:
- Create a comfortable learning environment where students feel supported enough to take risks in their learning
- Ensure students feel safe to make mistakes
- Describe the thinking processes so students understand the end goal of their learning
- Revisit old concepts to construct new meaning
- Create lessons that students want to be apart of to increase the chances of deeper meaning thinking occurring
"It is important to remember, the beginning can be anywhere along the way" - Emily Beckett