Microwaves vs. Buffets
Rethinking How We Serve Learning
Last week, while microwaving my leftovers for lunch, I had a thought about teaching. There I was, staring at my perfectly portioned meal in its compartmentalized glass bowl, when it hit me – this is exactly how I've been teaching my students.
Remember those classic TV dinners? Each component in its own little section, heated and served exactly as intended. That's traditional "push learning" in a nutshell. We serve up pre-packaged content, neatly divided into modules, with a quiz for dessert. No substitutions, no special requests – just follow the instructions and consume as directed.
But here's the thing: while I was eating my predictable lunch, my colleague was crafting a meal at the cafe’s build-your-own salad bar. She could add extra cucumbers, skip the tomatoes, try that new quinoa everyone's talking about. Her lunch break was more like "pull learning" – self-directed, customized, and driven by curiosity and choice.
Some of my students are like me with my microwavable soup– they appreciate the structure, clear expectations, and a well-planned learning menu. They thrive on scheduled content drops and sequential assessments. And you know what? That's perfectly fine. I’m right there with them.
But others are more like my colleague. They want to explore the educational buffet, sample different resources, and maybe even contribute their own recipes to the course cookbook. These are the students who dig deeper into optional readings, share additional resources, and make unexpected connections between concepts.
So this semester, I decided to experiment.
Instead of just serving up my usual fixed-menu course, I added some "buffet" options. Alongside our core content "specials of the day," I created a resource library. Students could sample extra readings, explore video tutorials, or dive into case studies based on their interests and needs.
The results? Some students stuck to the prescribed menu, which worked great for them. Others flourished with the freedom to explore. One student even created a study guide and posted it to the community discussion explaining a complex concept to her peers – talk about bringing something new to the table!
I learned that just as a good restaurant knows its customers have different preferences; we need to recognize that our students have different learning appetites. Some need the structure of a set menu; others crave the variety of a buffet. Our job isn't to choose one or the other – it's to offer both.
Before Your Next Class:
Start with something manageable. Add one "buffet option" to your next module. It could be an optional deep-dive reading, a student-led discussion, or a creative project alternative. When given the choice, you might be surprised by what your students choose to sample. After all, learning, like good food, is best served with options. What's one small item you could add "à la carte" to your materials this week?
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