Thinking about Collaboration

By Shelly Blake-Plock

Earlier today in #edchat someone mentioned PLNs for elementary schoolers. My thoughts: You can not create a PLN for someone. Therefore, there is a practical matter involved with setting up that kind of complex network for a second grader. Furthermore, few elementary schoolers have the experience let alone the conceptual understanding of what a network really is and how best to navigate through one; fact is relatively few teachers do. But, the question gets to a bigger issue that I think is extremely relevant.

And that is the issue of collaboration.

I teach high schoolers. And one of the most difficult and frustrating things of all is to see how poorly most 9th graders are prepared to actually do collaborative work. Particularly among our most academically inclined students, we have set up a context of education that is so focused on the grade and personal excellence, that it makes the idea of collaborating somewhat alien.

Sure, we do group work and we have teams. But rarely in the traditional curriculum do we actually assess the value of collaboration to the degree we assess individuated patterns of recognition and response in summative assessments. Why aren't all of our final exams collaborative? Why don't we give an award at graduation to the best student collaboration or the strongest and most vital learning network?

My AP Euro kids spent much of their time this semester studying, sharing, and letting steam off via a class Facebook group they made. And yet so many of them were slaves-to-the-grade when it came down to the nitty-gritty of classroom life. Students in my West Civ class displayed an uncanny ability to collaborate on ideas when in a class setting and yet by-and-large reverted to the self when completing the final exam (even, strangely, on the parts of the exam that called for collaboration). In a way, we have told students: the things that really matter will be discovered in this one way. But that one way tends to be the precise way of thinking that rewards memorized facts and canned essays and penalizes (even disciplinarily) any hint of sharing, collaboration, and out-of-compartment innovation. We bring them up with this attitude from the very beginning, so it is no wonder that they are confused by the time we get them into a high school classroom and ask them to work together in a new way.

And I am just as much at fault, often second guessing my instincts and trying to figure out how to fit in yet one more page of the AP curriculum. It is a constant battle, in many respects: no one should think that this 21st century teaching thing is easy. But, time and again I am surprised by how much my network has to offer my students -- from validating research to collaborating on crowdsourced projects; and I feel that if only the kids came up in a connected culture, they would so easily latch on to it. Because the fact of the matter is that all year, the best work and best learning produced in my classroom happened when we opened the floodgates to shared learning and collaborative connected investigation.

So do we need our second graders joining PLNs? Well, maybe not at least in the way we understand huge networks like #edchat. But we do need them to learn in an environment that promotes and encourages collaboration. Those kids who grow within communities supportive and nurturing of collaboration will be the students who design the networks of tomorrow. And those schools which nurture networked learning will be the successful schools of tomorrow.

How do we get there?

I propose a relatively simple five-part plan.

1. End summative assessment. All assessment should be formative, developmental, and 'graded' by self-analysis and conversation. Project based learning works best given the actualization of the idea and learning in the world. In our school, I have had the privilege of sitting on a scholarship board for the senior project and I have seen this kind of learning and self-reflection literally change kids' attitudes and self-perceptions about learning and living. It is a powerful thing.

2. Involve the community. Starting in elementary school, student learning should be intertwined with community involvement. We are losing so many good kids just because those kids can't stand sitting in a classroom. Let the community itself be the classroom. Inside your building. Outside your building. Let students earn credit for participation, learning, creativity, and problem solving in the arts, sports, student government, service. Stop trying to teach students what they should know and start letting them discover what is out there.

3. Hire connected educators and help current staff connect.
PLN connection can't be 'taught', but it can be modeled. If we expect students to thrive in a connected world, first we have to thrive in a connected world. It is not an option. It is a professional responsibility.

4. Allow student groups to run the show. Do not pay the branding firm to design the logo and slogan for your new campaign. Let students do it. Do not let your tech committee decide what kind of devices your students are going to use. Let students tell you what they are going to use. Involve students in the day-to-day operations of the school. Don't just 'allow' a token student or two to sit on your board; require your board to sit in with the students. How soon we forget that students are the reason the community exists in the first place. Empower them. And then let them empower you.

5. Reward collaboration. Innovative collaborations at your school should get at least as much public recognition as successful sports programs. Connected teachers should activate the power of their own PLNs to open up opportunities for student collaborations and the development of meaning interdisciplinary community and professional engagement. Bring architects, theater designers, computer scientists and video game builders, political campaign managers, and filmmakers into your classrooms: demonstrate to your students just how collaborative all of this work is and let them connect via all the tools at their disposal. Don't let your district's filtering software limit your students' potential. Advocate for openness, collaboration, and active learning.

Okay, that's a lot to think about. I admit that part of the impetus for writing this post is because I do not feel like I have always done a great job promoting collaboration. I have let things slip through the cracks and I have let opportunities pass by in the name of expediency. My goal going forward is to work on behalf of helping students and teachers craft their own collaborative networks. In their own way. Not dictated by a particular theory, but rather created -- made -- by the needs at hand, the motivations under the surface, and the idea that things can be different.

- Posted using BlogPress from my iPad

Location:Thinking about Collaboration

You don't know me!

By Mike Kaechele

Been thinking a lot about relationships lately. I think they are one of the most important parts of teaching and learning. If there is little or no relationship between people than it is hard to have the trust to push each other to a deeper level. When something goes poorly in my room it is one of the first things I check. I also think it is important to reflect openly even when things do not turn out as well as planned.

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I like to experiment in my classroom and am not afraid to try something new. Recently my 8th graders worked with an 8th graders in Vietnam designing video games in Scratch. The project was modestly successful at best. One of the reasons was that the students in Vietnam were more experienced with Scratch and in thinking like a programmer than my students. Many of the international students had used Scratch for a few years whereas almost all of my students were first time users. We learned the basics by making a few basic games following step by step instructions. Most of my students were fine with that but when they had to create their own game from "scratch" then they struggled.

Some of the groups worked well with each other, but many of the groups struggled. The reasons were varied as some students slacked off and let their partner students do most of the work. Others had miscommunication about either their designs or how to actually make them work.

By Aphrodite

But the key breakdown that I saw was the lack of relationships between themselves and the students overseas. We had the students create introductory videos but did not have time for them to make any more videos through out the project. Skype unfortunately is not an option because of the time difference. Students were supposed to email the game files back and forth to each other and explain what they are working/stuck on. They often forgot to do this or did not take the time to write good explanations.

The students just were not "connected" to their overseas partners so they were not very motivated to cooperate. It was easier to blame some abstract student partner who was not in the room. We were under the gun time wise to get this project done, but next time we must lay more groundwork before the collaboration to develop relationships between the students. For most middle schoolers their social life and friends are their life. We need to tap into this to build meaningful relationships to inspire deeper learning.

Crowdsourcing Questions in the Social Studies Classroom

Click here and enter into a wonderful classroom project. @vtdeacon is putting this together as a "Crowdsourcing Questions" project.

Personally, I'm so excited about this sort of thing.

We've had such a good time the last few weeks in my 9th grade West Civ class running our syllabus as a crowdsourced document -- and we'd love you to stop on by after you leave a question or two on @vt's wiki.

Collaboration. It's a beautiful thing.

This isn't about saving paper...

A reader writes:

My goal is to convert my whole school and then the district. I know it will take data to prove the savings before the district will spring for more computers.

First off, practical stuff: Connectivity and hardware are going to be your initial expenses. If possible, you should also have a tech person on-hand for repairs and service issues.

Second: All districts are different. Do most of your students have computers already? Or do few? Are your teachers each equipped with a laptop? Or do you have to scramble on your own to flush out tech needs?

Third: Consider this... I don't know exactly what your situation is, but I would suggest going totally paperless in your own classroom first. Then use the leverage it gives you with regard to ease of parent conferences, simplicity of iCal, ongoing assessment via individualized student digital portfolio blogs, etc... to get other teachers onboard. Rather than trying to sell the paperless classroom as a way of 'saving money' on paper, try presenting it to your faculty as a way of making classroom time more effective, grading more time-managable, and student outcomes more authentic and dynamic. Because in the end, this isn't just about saving paper... it's about saving students.

Once the other teachers realize just how effective and easy it is to use a digital classroom, you'll begin to develop a critical mass. That'll wind up being a lot more effective in the long run than just one person trying to do all the work.

This is essentially a collaborative venture we're all embarking upon. No one of us can do this alone. We need that critical mass both to evaluate best practices between each other and to influence the powers-that-be that either they jump on the train with us or take the long walk home alone.