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Saturday, February 07, 2015

How Does the Complexity Quotient Affect Teaching/Learning?

Is there such a thing as a complexity quotient at school--the number that defines the amount of complexity a child or educator faces during a school day.

The quotient would be culled by factors such as numbers of teachers, classes, transitions, different projects, supports, expectations, language, and more.

One theory I have about students who don't succeed in school is that their complexity quotient is too large or too small and does not fit their needs.

For example if you're a struggling student and your complexity quotient is 25, that's probably too much to navigate for success. Instead a consistent complexity of quotient of 5 or 6 would probably lead to success as the child with that quotient would have fewer teachers/content and greater time thus developing depth of relationship and learning which may lead to greater confidence and success.

This probably connects to the "slow learning" movement that's everywhere in the cybersphere right now.

The complexity quotient affects educators too. In the past, I was challenged by a very high complexity quotient at work--I had many subjects/standards to teach and multiple leaders to confer with weekly. I felt like this quotient led to a diluted program. Now I have a much smaller complexity quotient and I have found my work to be deeper, better, and more satisfying.

How do you define the "complexity quotient" with regard to teaching/learning? What other words can we use to depict this issue that affects student/educator success and happiness?

I'm curious.