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What Is Dunning-Kruger Effect

The Dunning-Kruger effect refers to the second curve. As you can see, it starts low on both axes, similar to the Novice curve, but quickly rises before failing. People on this curve believe they are highly competent despite their actual competence. At the peak of the Dunning-Kruger curve, individuals with limited knowledge or skills in a domain tend to overestimate their competence. However, as they learn and gain experience, they become more aware of their limitations and realize that their i

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Joshua Vidal
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420 views

What Is Dunning-Kruger Effect

The Dunning-Kruger effect refers to the second curve. As you can see, it starts low on both axes, similar to the Novice curve, but quickly rises before failing. People on this curve believe they are highly competent despite their actual competence. At the peak of the Dunning-Kruger curve, individuals with limited knowledge or skills in a domain tend to overestimate their competence. However, as they learn and gain experience, they become more aware of their limitations and realize that their i

Uploaded by

Joshua Vidal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Dunning-Kruger Effect

Explains by Joshua Vidal

Source: (File:Dunning-Kruger-Effect-en.png - Wikimedia Commons, 2020)1

The horizontal axis is called “actual competence” and it displays a person’s actual level
of expertise in a given field. On the left side, it shows a low competence, and on the right
side depicts high competence. “Perceived competence” which is an individual's
perception or belief of their own competence in the domain. It varies from low to high
perceived competence at the bottom.
The graph depicts two curves. The first curve, known as the “Novice curve” begins
in low on both axes and gradually rises. It shows the learning progression of a person
who has low actual but also perceived competence. Individuals recognize their lack of
knowledge or skills in the early stages of learning and as a result, perceive themselves as
having low competence.

1
File:Dunning-Kruger-Effect-en.png - Wikimedia Commons. (2020, January 20).
https://commons.wikimedia.org/wiki/File:Dunning-Kruger-Effect-en.png
The Dunning-Kruger effect refers to the second curve. As you can see, it starts
low on both axes, similar to the Novice curve, but quickly rises before failing. People on
this curve believe they are highly competent despite their actual competence. At the
peak of the Dunning-Kruger curve, individuals with limited knowledge or skills in a
domain tend to overestimate their competence. However, as they learn and gain
experience, they become more aware of their limitations and realize that their initial
confidence was misplaced.

The effect is known to people with limited knowledge or skills overestimate their
expertise and competence in a specific area. These people are frequently unaware of
their own limitations and may be unwilling to acknowledge or admit their lack of
expertise. In other words, these people pretend to know about something they don’t
really know.

Understanding the Dunning-Kruger effect is important for a several


reasons:

Self-awareness. People who are aware of the Dunning-Kruger identify their


own strengths and weaknesses. These people are more modest and forthright about
their skills and knowledge. Recognizing that one’s knowledge may not be as extensive as
or thinks makes one more receptive to learning and development. The Kruger effect
affects how decisions are made because people who overestimate their own abilities are
more likely to act poorly or based on false assumptions.

Understanding the Dunning-Kruger effect can encourage a mindset of ongoing


learning and development. It serves as a reminder that expertise is gained through
perseverance, repetition, and readiness to acknowledge knowledge gaps. With this,
people can keep an open mind to learn new concepts and work toward their professional
and personal growth.
The Dunning-Kruger effect may affect group dynamics and cooperation.
Overconfident people may be resistant to advice or criticism from others because they
believe they already know what is best. Therefore, understanding this effect can help a
team or organization communicate better, work together more effectively and pool their
various knowledge and skills.

If you suspect that you may be falling into the trap of the Dunning-Kruger effect,
there are several implications to consider.

Limited progress. Overestimating abilities can impede self-development. If people


think they know everything or if they feel an exceptional skill to a subject matter, these
people might become complacent and will stop looking for the ways to learn and grow
more. This can prevent the skill set from evolving from moving forward.

Poor decision-making. Using the Dunning-Kruger effect can lead to poor choices. If
people have mistakenly thought of a high level of expertise in a field, they might make
decisions based on lacking and inaccurate information.

Strained Relationship. Relationships can be strained by overconfidence and refusal


to acknowledge limitations. It could lead to dismissive or patronizing actions toward
people who disagree or hold opposing viewpoints. This may result in a hostile or
ineffective work environment as well as poor communication.

Missed learning opportunities. If you think you already know everything, you
might miss out on important learning opportunities, you might shut yourself off to fresh
perspectives, feedback, and useful criticism. You to grow personally and professionally
as well as to adjust to changing circumstances may be hindered as a result.

Developing self-awareness and adapting a growth mindset are crucial for


addressing these early warning signs. Keep in mind that learning never ends and that
mastery is a process. People should be receptive to criticism, actively seek out new
information, and be with people who hold various viewpoints. This way, we can avoid
the traps of the Dunning-Kruger and carry on learning and developing.
How can the Dunning-Kruger effect manifest in a teacher's ways?

The Dunning-Kruger effect can affect teachers in a number of ways. Teachers


might think they know a subject matter well beyond what is actually necessary for
growth on both a personal and professional level. Moreover, educator’s growth can be
stifled by a lack of self-awareness regarding their effectiveness as teachers because they
may not ask for feedback or recognize areas where they can improve.
Furthermore, an overestimation of the traditional approaches can lead to
resistance to new pedagogical approaches. Negative learning environments can result
due to disregarding challenges or feedback from the students. Teachers might be
hesitant to pursue professional development because they thought they have mastered
the field. These instances highlight the significance of teachers seeking feedback,
embracing new ideas, and continuing their education in order to overcome the
Dunning-Kruger effect and enhance teachers’ teaching methods.

a) Overestimation of subject knowledge: A teacher may overestimate their level of


subject knowledge and underappreciated the need for further research or
professional development. Since they believe they already know everything
necessary to instruct the subject effectively, they might not look for new research
or developments in the field. As a result, their instruction might be outdated or
lacking which could cause a student to have misconceptions.
b) Lack of self-awareness in teaching effectiveness: A teacher who succumbs to the
Dunning-Kruger effect may think that their instructional techniques and
strategies are very successful. They might not actively seek criticism from
students or coworkers because they think their strategy is ideal. They might not
be aware of areas where their instruction could be improved, such as
differentiation, classroom management, or giving students helpful feedback.
c) Resistance to new pedagogical approaches: A teacher who exaggerates their own
teaching skills might be unwilling to use cutting-edge pedagogies or technologies
in the classroom. They might consider their conventional teaching methods to be
superior and, as a result, disregard alternative strategies without giving them
adequate thought. This rigidity can hinder opportunities for educators to grow
professionally and for students to engage and learn.
d) Dismissing or undervaluing student feedback or challenges: A teacher may
undervalue or dismiss student feedback or challenges as a result of the Kruger
effect. They might think they are fully knowledgeable and experienced, leaving no
room for student input or alternative viewpoints. A hostile learning environment
where students are afraid to speak up or feel unheard could result from this.
e) Reluctance to seek professional development: A teacher who has experienced the
Dunning-Kruger effect may be hesitant to look for professional development
opportunities. They might believe they are subject matter authorities and see no
need for additional education. Teachers who adopt this way of thinking run the
risk of becoming stale and losing touch with the most effective teaching methods,
ethical standards, and academic research.
The Dunning-Kruger effect may not necessarily be demonstrated by these
examples because each person’s circumstances are unique. They do, however, point out
a few ways in which the phenomenon might influence teachers and their pedagogical
approaches.

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