This video came to my attention last year, and features one of my favorite people: Sir Ken Robinson. He’s a “rock star” in the field of education and lectures on the importance of fostering creativity and innovation in the young people we service. He talks about Education (the system) from a historical perspective and is critical of what (some) teachers offer and what our kids really need (if your interested, there's more on this subject in a really fantastic TED Talk from 2006).
The clip I've chosen is a portion of a speech he gave in 2008 upon receiving the Benjamin Franklin Medal from the Royal Society of Arts in London. This selection is particularly interesting to me because the folks at the RSA animated the content with high-speed whiteboard doodles--a feat of creativity on it’s own that isn’t simply flashy, but accentuates message within the speech. In the spirit of differentiation, I’m also providing a transcript of the video for those of you who’d prefer to read it. It may also come in handy if you decide to pull direct quotes.
After viewing the clip, please answer the following questions by replying to this post.
- In the video, Sir Ken Robinson asserts that “most great learning happens in groups,” and that “collaboration is the stuff of growth.” What do you think about these statements?
- Have you used (or would you use) an Google tools that allow for collaboration between students? Please list some of the tools and your reasoning for including them. Remember, even if you’ve never used Google tools with kids, you’ve at least sampled a few that you might use in the future. You can discuss that instead.
I think the discussion about the history of education is fascinating! It is all so true...factory models, assembly line, batches, forcing conformity on kids to fit one model....the list goes on right? What perplexes me is what continues to drive this type of system besides budgets? Teachers know that change can happen without increasing cost...especially with awesome tools like Google...so, what is the hold up? What gains are made by not shifting practice?
ReplyDeleteCollaboration stretches thinking. We are inspired and challenged by each other. I often see and participate in the most amazing work when others are involved. I see a lot of potential for sites and drive to really transform the work my students will do this year to foster a more collaborative work environment.
I also really enjoy the whiteboard presentations. It is a creative way to demonstrate information, I would like to see students try this for upcoming projects.
I feel as though without collaboration our school in particular would not be where they are with technology. During the extent of this course I had to depend on my colleagues for advice, support and guidance. I imagine our collaboration will only continue and get stronger as our school starts to use "google" this year. I believe we all hold the key to challenge each other as colleagues and to stretch our student's thinking in amazing ways.
DeleteI attended a Project Based Learning Workshop a few weeks ago and the animated video of Ken Robinson was shown. It solidifies my beliefs about educating students through the approach where students have to think critically, problem solve, be creative and active, and collaborate with other people. These 21st century skills are what students need to develop in order to succeed in their futures.
ReplyDeleteI agree with Jennifer that there are so many engaging, innovative technology tools available for free that make collaborating exciting for kids. I have been using Google docs with my students for a few years now to create working documents for group projects. They love to comment to each other and give feedback on how to improve their work. I have also had students share a Google site for reading groups and team/group committees where they needed to collaborate to accomplish different tasks. I have seen the shift in how many of my students demonstrate their creativity who would otherwise be telling me they were bored.
I have learned that I need to take risks as an educator if I want my students to thrive as learners. Ken Robinson's quote, "If you're not prepared to be wrong, you'll never come up with anything original" fits my philosophy well.
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
What an inspiring speech and powerfully engaging animation to go along. It seems to me that we know the direction in which we *should* be going with students. This wonderful information-rich world in which we live is overflowing with opportunity...and in the constraints of out-of-date thinking is too much for many of our kids.
ReplyDeleteI am not sure where I stand on the ADHD debate, but as a parent of a not-quite-2-year-old I have perspective much different from the educator perspective I've had the last 10 years. Of course our kids are overwhelmed by media - I believe that we as adults are, too. The world won't be so terribly different in 3 or 4 years when my son hits kindergarten. My hope is that he will be challenged and engaged, and not bored and/or misunderstood as I believe some of our ADHD students are.
I have used Google Tools with students frequently over the past several years. I have watched excitement build about collaborative note-taking, of all things...because students are able to be social while working. Even if they are sitting across the room, there is something very special about getting on chat with a classmate and sharing new facts about the Eastern Chipmunk's habitat.
When I've introduced Google Docs, Google Draw, and Google Presentation, the first question kids often excitedly ask is, "Can I work on this from home?" Of COURSE you can! Google Tools, and many other wonderful free tools have made it possible to easily collaborate. And we all would prefer to see our kids excited, engaged, and learning...rather than finding the "one answer" only to be found at the back of the book. Collaboration makes what we are doing (even if it is a practice task) REAL, because there is human involvement and interaction. We are held accountable by our peers and we make connections (which satisfies our a basic human need).
Well said, Ken Robinson!
I found the speech very thought provoking. I firmly agree that schools are like factory lines and that we need to break out of that mold so students will want to learn, be creative and be divergent thinkers! Our society is intensively stimulating and I think we as teachers need to step up to the plate and come up with ways to make learning more stimulating for the students. I strongly agree with Ken when he said "most great learning happens in groups". Most of my classroom activities are done in groups for that exact reason. Every child has something they can add no matter what the topic. They learn so much from one another. I like that they are communicating with one another as well. I see so much texting these days that I want to make sure they can still carry on conversations face to face with one another. In my classroom I have used blogs with the students based on work they have published on young writers project. The students love the opportunity to communicate back and forth and get ideas from one another on how to improve their writing. I look forward to teaching the students how to use Google spreadsheets.I loved the M&M activity that Matt and Tony did with us.
ReplyDeleteI found the video to be very thought provoking as well. I agree with what Ken said about the education system for most is trying to keep with the old ways. Students are involved with technologies outside of school and we need to be more creative in bringing our teaching/coaching into the 21st century. When students are given a real life situation to work with, they are much more motivated. I am hopeful that with the dawning of Common Core Standards, we can utilize these technologies in a very real world experience. We shouldn't just add these technologies to take the place of something we are currently doing in our classes.
ReplyDeleteI also found it interesting that students identified with ADHD seem to be found in the east. Why is that? I agree that some students just need to be presented with information in a different mode.
As for using these tools with my kindergarten students, I think that google forms would be a great tool for my students. They learn to collect data and look at the data. They could be responsible for collecting data on ipads and we could analyze and present the data in groups. I will use a google site to communicate with parents and show them student work. I hope to include podcasts in my site or blog - not sure which I will get too.
I look forward to having some time between last class this week and project day in August to further digest what I have learned. My brain is having a hard time keeping up.
I commented on this and lost about 2 paragraphs about Ken Robertson's presentation, I can relate, agree, and love the example of "death Valley" on how it was not dead after all, and it was just asleep, that the "seeds where planted below the surface and just needed to be watered" comparing this to our students!!! Love the Organic comparison as well! The seeds will not grow unless we wake them up thourgh vitality, creativity, diversity and customization in our teaching. So true, so true...great speech.
ReplyDeleteYah...I didn't lose my comment!!!! So wanted to add, that to set your goals high for your students, is what good teachers do, cause then if you fall short, you the students win!
ReplyDeleteThere is Good, Better, Best...never let it rest
until your Good is Better, and
Your Better is your BEST!
I also found the video to be very thought provoking. Group work is extremely important for many learning styles. Collaboration is of course one of the main value add benefits when you think of the google tool set. It is also a fundamental skill needed when thinking of some of the real world projects which are taking place globally today. Individuals will need the skills to collaborate with a variety of other people from different backgrounds and cultures. I plan on teaching a couple of small group environmental science teams this year. My plan is for both groups to utilize project based learning and collaborate with each other as they work on the same task. I envision the teams utilizing a google group and a blog to exchange information and data.
ReplyDeleteNice idea, I want to do more collaborate project-learning with my Grade 11th graders, however I have find that the older the student, the more consisted they are about their own individual grade and learning, versus the group learning. 9th graders tend to be more open to these collaborative approaches, maybe because many have done more in middle school.
DeleteI found this video fascinating! Especially the study about the decline in our capacity for divergent thinking. I do believe that we are moving in the right direction with education, but certainly have a long way to go. Project based learning is such a perfect way for students to use their divergent thinking and work collaboratively in a meaningful way. This is what is going to prepare our children for life. Formal assessments give such a false snapshot of so many of our children. I have seen some of the most divergent thinkers perform poorly on standardized tests. But put these same students in a group to solve a "real" problem and you see them come alive. It gives them the opportunity to apply their strengths that they too often have squished because they aren't able to "focus". As educators it is our responsibility to allow for ALL students to thrive and learn and to give them the necessary skills to be successful in life.
ReplyDeleteThe statements about “most great learning happens in groups,” and that “collaboration is the stuff of growth” is extremely correct in the business work (or government work) like discussed in the video, yet we do not model (or last least the old academic way of teaching) in the classroom.... on a side note the statement about the raise of ADHD and standardized testing is interesting (it actually made me laugh). Collaboration is the way high accelerated inventions appears, for example I was thinking of the Manhattan Project (experts collaborating together for a common goal). A key historical example of Collaboration group working together to get to create an element that will change history forever.
ReplyDeleteAs for using Google tools for collaboration, the use of Google Drive for a portfolio can be used together collaborative on any type of learning.
I have been thinking more about using Collaboration with the Parent Factor. I can have the parents answer a survey with Google Forms before the first day of the year, maybe assign it doing Orientation. This is a way to get direct information, yes!
DeleteWow - we have a lot of work to do to but I believe we are headed in the right direction. This video was fascinating and I agree with his thoughts on where education should be going. When you're in it the paradigm shift seems to be moving so slow and may never fully transform. But I believe we are on the cusp of something great and immersed in some important educational changes. Google and its tools are on the forefront of this transformation. The collaborative pieces that they encourage and allow, through docs, groups, sites, etc. is enabling vital interactions between instructors and students.
ReplyDeleteI agree Michael, and if you connect it with the videos we watched yesterday on, I think it was called, "Connect Us", the world is transforming so very quickly and the collaborative piece we work on with our kids will support them as they enter the "real world"
DeleteI loved the part where he speaks about how when you copy in school that is "cheating", outside of school it is called "collaboration". How do we get beyond that? We were all so trained into it. How do we create a culture of collaborators while still encouraging the individuality that makes everyone so unique?
ReplyDeleteTechnology is such a fabulous tool for us to give our students the chance for true and meaningful collaboration.
I grapple with the same issue of "cheating" vs "collaboration". The simple premise I am using (until someone teaches me a better one) is "show me what part YOU contributed". The other part is really coming up with open ended questions which challenges their critical thinking.
DeleteI agree that most great learning happens when people collaborate. My problem with our educational system is that a lot of teaching is focused on relaying information. I'm interested in helping student learn how to think about thinking. Metacognitive awareness. I believe that through collaboration we are better able to have conversations about how we think about ideas and solve problem. Collaboration is way to recognize that their are many different perspectives and ways to think through ideas. School seems to be focused on, I'm telling you this information and now I'm testing whether or not you have listened and learned what I'm teaching. Very little growth happens when a student is simply memorizing information without making connections to real world experiences.
ReplyDeleteSusan I couldn't agree with you more! So many of my young students get frustrated and bored with traditional learning. Quite frankly I get bored with it myself as a primary math teacher. Recently in our school we have been creating more opportunities for students to take part in real life problems aka project based learning. It is clear to me that students are more engaged during these projects and worked to better understand the math operations as it is necessary to helping students solving the problem.
DeleteI am so excited to use Google Groups and Blogger with my students. What a terrific way to get students to share their thoughts and ideas in a less threatening manner than speaking in front of the class. I am nervous about online etiquette but I know that it can be handled well when the students are involved in setting the expectations.
ReplyDeleteI really like the message in this video. I agree that most great learning happens in groups. When kids, as well as adults, work together, more minds are better than one as you can keep building ideas off of each other, or others think about something in a different way than you. I found that especially true this year when I was trying to differentiate a writing project for a non-verbal student. At first I tried to think of things for this student to do for his project. Then I had a conversation with another teacher and we thought of a few more ideas. When we met with the whole team, we all bounced ideas off of each other until we had an exciting, interactive project for this student that played on his strengths and was all of his work, instead of an adult doing a lot of work and management. I would have never come to this conclusion of what he was going to do on my own.
ReplyDeleteCollaboration being the stuff of growth is something I believe to be true as well. Some people in our school choose to work in isolation, where other either co-teach or co-plan with colleagues. I co-teach with as many people as I can, and here is were the growth happens. We challenge each other with knowledge and presentation, as well as how we each present the same information in different ways to students. I can continue to teach the same information in the same way, or I can collaborate and plan with someone to make instruction in a much more diverse and rich way.
I thought his take on the prevalence of ADHD being diagnosed is very interesting. I had no idea that the diagnosis increases the more East you go in the U.S. When I stop to think about it, I know of a lot more kids who have the diagnosis of ADHD now, than even a few years ago. It makes sense that kids are either bored or are overwhelmed by all of the information bombarding them from every direction.
Listening to the piece on divergent thinking vs. creativity made me think about how we are teaching math now, instead of when I went to school. In elementary school at least, we are teaching children a skill so they have a conceptual understanding first; before teaching the traditional algorithm. Kids truly understand why they are doing what they're doing and how they got an answer (with multiple ways to get an answer) before they are introduced to the traditional way of solving a problem. I think of teaching dividing fractions. Most of us learned how to divide fractions by inverting and multiplying, but we never really learned why we do that. Now we teach kids how to divide fractions visually and with manipulatives before they learn the invert and multiply. This gives kids the opportunity for divergent thinking, instead of just getting one answer one way.
I would definitely like to use Google Tools for students to collaborate with each other. I'm really interested in figuring out how to do this in math, as I think I will be a content specialist this year at school. I like the idea of using Google Forms, Spreadsheets, Documents, Maps, Sketchup, and Drawing. I'm interested in using this in problem solving, data and statics, measurement, geometry, and algebra for students to be able to work together to solve a problem that may have more than one answer. I think I need to completely re-think what I'll be doing in math this year!
As someone who is an extremely independent person and who finds collaboration difficult, I don't want it to be overlooked that while talking about collaboration, Robinson also acknowledged that some learners want to be by themselves. As we differentiate and honor learning styles in planning, do we remember students who prefer to explore, think, and create independently when planning group projects?
ReplyDeleteI also find it interesting that when Robinson made the statement "most great learning happens in groups" he said nothing further to back his statement up (whereas most of his other talking points were supported with data, historical context, etc.).
Regardless, I do agree with much of what was said and the benefits of collaboration, particularly when he spoke about divergent thinking. We all know that collaboration allows us to be exposed to others' perspectives and new ideas. For example, while problem-solving in math, students may collaborate and realize they arrived at the same answer in different ways or that they each saw multiple answers, and then share their thinking and reasoning with the group. Collaboration allows those with a greater capacity for divergent thinking to naturally scaffold other's thinking.
Robinson also spoke about globalization and a world in which we are working to prepare students for a rapidly changing and developing unknown future. Collaboration, especially through the means of worldwide technology, can expose learners to an even greater pool of ideas and knowledge beyond their immediate environment.
Robinson challenges conformity and standardization, but I would be wary and beg the question, can collaboration stifle independent thinkers? Does not collaboration require consensus and conformity to some extent? (I realize this is a generalization and not always true, but possible.) I think it might be dangerous to whole-heartedly agree that collaboration is the stuff of growth (wouldn't we then fall into the "factory system" ourselves by falling in line with Robinson that collaborative work is the be all and end all?) Do we really learn to push our own thinking/creativity when someone else is pulling us there? Just because someone is not collaborating as much as a colleague does NOT equate to stagnant thinking and "[continuing] to teach the same thing in the same way]." I would challenge that some of our greatest minds of the past were introspective thinkers and introverted learners.
The bottom line is that balance must be achieved as the paradigm shifts. Otherwise, it's really just the pendulum making a swing.
Tony (or anyone else) - if you like RSA animations check out the iPad app ShowMe Interactive Whiteboard - you can create your own!
http://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279?mt=8
I read these questions before watching the video, and although I have seen this video before, I forgot how powerful it is. My thinking before watching was a little hesitant about that statement. I was thinking more in terms of what group work traditionally looks like in a classroom. Personally, my learning style never quite gelled with "here's a group project, divy up responsibilities or discuss what you want to do and act" projects. I need time to think, formulate and plan on my own before I bring my ideas to a group. And certainly some thrive with these projects, but I was hesitant about "most great learning" in the quote. But after watching the video, I think it was important for me to shift my paradigm of what group work and collaboration can look like. What I experienced in school is just one manifestation. I think this course is opening my mind up to so many more ways that students can collaborate, work dynamically without the model that never really worked for me.
DeleteI think I will absolutely use Google tools for collaboration in my classroom. Just the simple idea of having students work collaboratively on filling out a graphic organizer via google docs. Or even this format of commenting on eachothers blog posts or writing. I want to explore what works for the kids I will work with and what sorts of scaffolding I will want to do before they can really take off with it.
What's funny is that I wrote my response and meant to add a comment to the original thread. I then went back and read all the other comments and happened to reply to you, Briana, who seems to have some of the same hesitations about group work as I do. Interesting coincidence!
DeleteI watched the video and read this last night-it stimulated a lot of thoughts for me. I understand the idea of group collaboration, for how else will we grow? But everyone needs to enter the group at their comfort zone. There appears to be increasing anxiety in our students, coming from many different sources. Anxiety and ADHD have similar symptoms-we are seeing many kids who "escape class" because of their fears. Before group collaboration students must be individuals first and be assisted in finding a way to enter a group. This is coming from the perspective of the school nurse, I may be the first to understand the frequent flight patterns of the student.
ReplyDeleteI think the single biggest shift for me, in the past year, has been the recognition of how education marginalized kids. I took another digital class during the past year on using Young Writer's Project. One of the assigned readings was a book titled "Here Comes Everyone". It is amazing how technology has changed how people access and share information and the unique ways it is being put to use. It is staggering how much the landscape outside the classroom has changed and how it impacts teaching and learning in the classroom.
ReplyDeleteThe role of teacher has changed, and I confess, I have been slow to adapt. I have been very comfortable in front of the class in the old pedagogical style of "chalk talk". My students have forced me to realize that this has had to change. I need to be a coach, relinquishing control of the front of the room and steer and assist from the sidelines. This changes the types of learning opportunities that I need to put before the kids.
Being a coach requires knowing skills the kids need to know but allowing them to strive on the field to demonstrate mastery and then guiding them to develop good habits and skills. I need to realize I don't have all the answers but do know how to find answers and bring out the potential teachers in our kids to teach other kids.
I see a whole lot of fantastic new horizons with Google tools. Education continues to be a very fulfilling career path. As long as I can adapt I know I will enjoy my job.
1. In response to the video and the prompt provided, I believe “collaboration is the stuff of growth” mainly because of another point Sir Ken Robinson made about creativity and divergent thinking. He suggested that divergent thinkers, “see lots of possible answers [and interpretations] to a question...multiple answers as opposed to one”. Within collaboration, which includes inquiry, self discovery, self correction and discourse students are afforded the opportunity for intuitive thinking. They are first given chances to share their ideas and test theories coming up with a variety of ideas, answers and interpretations to one question without feeling as though they have to figure out what their teacher wants! In the traditional sense of lecture or teaching point followed by practice students are not provided this same opportunity to be intuitive, in fact their intuitive thinking is discouraged, even if it is not intentional. When we design learning opportunities where students are empowered by original ideas they are going to find their best way to an outcome. It might not be ours but there is much more authenticity and opportunities for personal growth, self correction and reflection on that growth. Similarly when we ask better questions that do not look for ‘right’ answers but look for application and greater depth of knowledge collaboration becomes the model for teaching and learning.
ReplyDelete2. In my second grade classroom I have used Google sites for my class to collaborate in small groups and as a class to create a site that displayed an understanding of our community. This unit was based on our social studies unit on community. We also used Google Maps to build a map of our town with relevant businesses and goods and services that are provided there. We then shared the site with our community from our schools website. I have also used Google Documents for students to create shared writing pieces in social studies and writing.
Some ideas for the future include publishing books in Google Presentations, using Google Sites for e portfolios and using Google Forms for formative assessments and discussion starters. I am also thinking about using blogger for students to communicate about their education with their parents and me on a weekly basis.
I spent some time thinking about the statement "Great learning happens in groups." I at one time believed that this statement was true for most if not all students. I continually formed groups in my class using various grouping strategies always thinking that this was best for learning.This past year I had student who truly learned better as individuals. They strongly articulated supported their learning style. They also successful completed any and all assignments given. So the moral of the story for me is this.... Learning styles differ for students and we must continue to give them choices.
ReplyDeleteIn the video, Sir Ken Robinson asserts that “most great learning happens in groups,” and that “collaboration is the stuff of growth.” What do you think about these statements?
ReplyDeleteCollaboration is the stuff of growth for most learners. I do believe that the typical person is a social person and is draw to work with others. I do agree that collaboration is important for typical students to gain knowledge and skills. In that regard I support this statement. I would like to point out however, that this is not true for all students and this would be important for teachers to keep in mind as they plan collaborative activities for their classrooms. After working with students with autism spectrum disorders for many years, I have observed that many students with autism do not feel the need or benefit of being social. These students with autism are less effective when in a social situation. There collaboration skills are extremely hindered by interacting with others on many levels. Whether it be the noise of collaboration, the taking turns in conversation of collaboration, or the sharing of ideas, these kids find collaboration unbearable. Collaboration is important in many fields of the work force. Basically, in most any career you need to collaborate about some workplace issue, however, many workers can work in an isolated environment to effectively perform a job. Regardless of the individual persons ability to collaborate and to learn, collaboration skills are important to teach kids, all kids, how to be a citizen and to be a member of the community. Students on the autism spectrum should have scaffolded ways to grow their collaboration skills in classroom activity.
The video was fun and I agree with what you said Tony, the animation was amazing and really helped the talk. The structure of education today is based on a society (agrarian and industrial) that for the most part does not exist today. What he did not talk about (unless it’s in another part of the talk) is schools belong to the community. The community needs to understand the need for change. We (school and community) need to work together towards change if it’s going to be successful and lasting.
ReplyDeleteHe also talked about standardized testing, does that have anything to do with schools? Or does it have more to do with state and federal mandates. And what about colleges that are still basing acceptance on SAT scores and GPA? –we have no control over that either.
Collaboration?? (I know I going out here on a limb but here goes) I really do not like collaborating. I hated it when my kids were in school (getting kids together to strange houses where parents were not home, etc) and I dislike it for myself. Every day I work together with people. It is my job—I love it. But that has developed over years of trust. They know I will do what I say because they know me and I follow through and visa versa. It is not unusual for people (for whatever reason –can’t find common planning time, don’t care, sick, family commitments, forgot—stuff happens!) to not follow through. Thus I find it easier, more efficient, less work, etc to work by myself.
I don't think we can say collaboration is for everyone if we acknowledge that we are individuals with our own learning styles.
Yes, that animation was truly amazing. Do we have any info about how we might use a similar technique? Ideas?
ReplyDeleteI have sampled a few tools this week that support collaboration between students in our classrooms.
One approach to using collaborative tools would be to begin with a straight forward tasks like Catlyn Tucker's use of documents in her classroom. While some kids might intrinsically be skilled at working with others, most of the students in our system have not done this enough. I liked the documents that Catlyn Tucker showed in her Hangout on Wednesday. Using a two column document and either a Yes or No question or a visual comparison between two products, she set up a very straight forward opportunity for kids to make an argument. Students used a colored text to respond with their opinion or argument. While this may not outwardly be collaboration, the students would in fact be negotiating and allowing for and accepting the opinions of others. The basic social skills of collaboration can not be assumed when setting kids up to collaborate. I believe that they must be recognized and responded to during a collaborative project in order to keep kids moving toward effective collaborative skills. I thought her choice of topics was very engaging as well.
Another Google tool for collaboration that I have not ever used until this GTFS 12 class is the Google Hangout. I love to think about kids using a Google Hangout with kids in other schools, in different locations around the country or hemisphere. I could forsee, comparing opinions about shared topics of interest. This fall it may be the presidential election with another class in another state. Perhaps seventh graders studying artifacts from ancient civilizations, sharing their work with kids in another school who maybe had similar activity. Does anyone have any resources for making connections for teachers with other teachers regarding collaboration between their classes?
The sharing opportunities that we have learned about in our course only point to the valuable resource that Google Tools are for collaboration. I believe that Ken Robinson is a revolutionary thinker about education. Convincing other educators that the role of the educator and the approach to education need to provide students with new skills and opportunities such as those learned through collaboration are our challenge.
1. In the video, Sir Ken Robinson asserts that “most great learning happens in groups,” and that “collaboration is the stuff of growth.” What do you think about these statements?
ReplyDeleteI think that there are times when collaboration makes sense (literature groups, group projects), as well as out in the real world but there should be a balance. I have found that often it is the group chemistry that influences the success of the group.
2.
Have you used (or would you use) an Google tools that allow for collaboration between students?
I have used Google tools with students to share documents (literature group responses, as well as note taking). I am interested in using google forms to create reading interest surveys, as well as keeping track of books read.
I would largely agree with Sir Ken Robinson’s assertions, though I might qualify these assertions and make a couple of changes to his statements. For me, collaboration is OFTEN the stuff of learning and MUCH great learning happens in groups. When folks work together on a task or a problem, each of them brings a unique perspective, skill set, idea to the table. Together, this multitude of perspectives, skills, ideas can be more powerful than that of a single person. My own learning in this course is an example of how collaboration can be superior to working/learning in isolation. When I was given a task to do on my own, I quickly ran into a wall and I lacked the skill set to move through and solve the problem independently. I became frustrated and convinced that I was just too “stupid” to learn these tools. My self-confidence plumetted. It was a low moment. But it turns out I was not alone in my frustration. Others working in isolation felt the same frustration, the same lack of ability to work around the problem, the same feelings of incompetence. When we approached that same task as a collatorative group, each working toward a common goal, each bringing a skill set or idea to the table we were able to harness the power of our collective knowledge and to support each other through to completion of the task - yes I even knew a couple of things that others didn’t, I wasn’t so “stupid” after all! - and my frustration subsided, self- confidence increased. I have seen this work with students as well, where each student brings something unique to the task and more minds are better than one. And what a treat it is for them not to have to sit and be the recepticles of knowledge imparted by the teacher in tradtional stand and deliver fashion. But students don’t necessarily come to class
ReplyDeletewith the skills, disposition,motivation necessary to work in groups. Some want to take over and conduct the project in a “my way or the highway” fashion while others are so intimidated and worried about sounding dumb that they are reluctant to express their ideas. Still others see group time as a time to slack off, get off task and let everyone else do the work. We can’t just put students in groups and assume great learning will happen. It is the job of the teacher to show and to teach students how to work in groups and to monitor the groups closely and hold each student accountable for doing his/her part in the group so that group time doesn’t become goof off time.
I go back to my mantra that there are some learning tasks that lend themselves well to collaboration; some that the teacher needs to lead and some that may be best done independently. I know this will not be a popular statement in this setting, but there are times when I need to know what EACH individual student has learned and is able to do.
That said, I have indeed used google tools that allow for collaboration between students.
For example, to kick off a unit on 19th century French literature, I wanted to create a context in which the students would read the literature. Instead of me lecturing or presenting about what was going on in France and the world in the 19th century, I had students brainstorm what they wanted to know about this topic and do the research and presentation with google docs and presentations. Their topics ranged from politics to food to fashion - maybe not all things I would have touched upon to create a context but things that were of interest and importance to students - and they worked collaboratively to put together their own presentation, “19th Century France Symposium”. They were very pleased with the product and so was I.
I'm long winded, so I'll finish my comment here.
ReplyDeleteAnd of course my "raison d'etre" for being in this class has been to learn more about the tools available to me to continue and increase opportunities for collaborative and group learning in my class. I think a French Blog that students use for a discussion forum is a great use of both a new tool for me and an excellent opportunity for students to practice target language writing skills in meaningful context. Using Forms for groups of students to create surveys based on thematic content and analyze results in the target language is another potential use of a new tool. I will use the new skills I am acquiring in this class to make my own class a more collaborative learning environment, when collaboration/group learning makes the most sense and is not contrived.
I guess I am going to be the only Debbie Downer of this bunch. While I completely AGREE and EMBRACE the message and ideas of Sir Kenneth's talk, there is still an impediment to educators who "prepare for the future by using what we did in the past" from magically turning into educators who innovate and encourage divergent thinking - CONTENT. CURRICULUM. STANDARDIZED TESTING. Maybe it's not a beef with Sir Kenneth's talk, but more the questions we were asked to answer in regards to his talk because we can use all the cool tools we want and collaborate up the wahzoo, but if we're still stuck in the old paradigm, and still covering the same BORING material, how's the tool make it any different? It is not about the tools! The tools are AWESOME but if we use them to do the same content and to teach the same standardized test material, there will be no room for divergent thinking. There will not be some magical transformation of the educational system or of the students into those innovators and divergent thinkers that Sir Kenneth or Tony Wagoner are saying the future, the economy, THE WORLD needs. I guess I see a huge need to have schools or districts address curriculum limitations and assessment processes before or while they move into using and implementing the cool tools. If there is no project based learning (and I mean REAL project based learning) cross department learning opportunities, or any 21st Century learning opportunities, that's where we should start. Once we've created the content that encourages divergent thinking and creativity and innovation, I feel the cool tools will just fall easily into place and will seem all the more natural as solutions to the "real learning" instead of the old ways of learning.
ReplyDeleteI really like to hear Sir Ken Robinson (although frankly he was a bit of a disappointment at UVM last year). But sometimes, when I listen to him, I think "here's some sanity when there's insanity all around us!" With regard to the question about collaboration, though, I agree in general. With some caveats. Group work DOES NOT EQUAL collaboration! What is true collaboration? How can we teach our students to be collaborative? I've been in group work situations that were absolutely deadly, and I've collaborated and learned a lot from others in different situations, but honestly these are few and far between. I'm not sure that I could really define collaboration myself. I think it gets back to the bigger, systemic picture though. How are our students developing collaboration skills? Are they collaborating with the right people (or just people who happen to be their same age)? Could the same be said about us as professional educators?
ReplyDeleteI do think that Google tools could be used for student collaboration. I'm sad to say that I'm a little removed from the student population these days; on the one hand I'm not sure if they will be able to collaborate online if they don't know how to collaborate in person. On the other hand, I hear about and see examples of great collaborative projects that our teachers around the state have put into place.
Last week I learned so much about Google tools and how they aid collaboration. I'm excited about how people - myself, teachers, and students around the state - can use these tools. It is a shift, though, but we just have to make it happen!
Hi Sigrid! Nice to see you here! I didn't know you were in this class. Anywho, wanted to respond that I TOTALLY agree with your bigger questions on what is TRUE collaboration. That is why I wrote the caveat of what is TRUE project based learning. Many times I feel we are over worked, stressed, and trying to fit the new standards by taking what we do already and applying the new vocabulary to it. That is NOT OK! and I don't think that is what true education reform is implying or wanting us to do as we move forward with the 21st Century skills set. I think this has been the biggest mind shift/paradigm shift for me so far in this class, not to rethink how I use the tools but how I set up the projects for and how I define true collaboration/self motivation/engagement.
DeleteHey Erikka! Good points. So many people want to do it right...seems like we should be able to do it!
DeleteThis is a very difficult conversation to chime in on...
ReplyDeleteI guess the biggest question that needs to be asked is what are we asking students to learn. Learning is such a large term. I will try to keep it simple...are they thinking, doing, or responding?
Without pulling out my own whiteboard and doing a Sir Ken, I ask this. Sometimes it is a given that students know but can they do. For example...Ask a kid to watch you or a video on drawing a cube. The mental picture of the process is in their head. Then ask them to take a marker and draw the same exercise. How many times does it take them to get the version that they feel is appropriate? Do they get to the solution at all? Then ask them to think of an object that looks like a cube and draw it. This is the same for language, math, science, writing, etc.
Learning takes practice. Learning is more that just..."oh yah, I get it" but rather I understand the process, I can replicate that technique, and here is a possible alternative or synthesized version of what I saw and did.
I see this problem every day. In order for students to move on to other concepts, they need to be able to think, do, and respond. They get so frustrated when trying to go through this process. It is so foreign to them. Collaborative learning falls under the same guide lines. You need others to help with the demonstrating/thinking aspects of a new concept. You need others that have experienced or achieved a task to guide others practicing efforts. Lastly, you need the ability for divergent thinking to take place. It is a circular effect if you really get deep about it.
You really need all parts to have equal opportunity when learning. Sir Ken has a funky way of saying it and demonstrating his point. I love the fact that there is a gentlemen that demonstrates exactly my point in this kind of video. It is a illustration of think, do, respond. I did not know of him prior to this video. He seems to be "Successful". Why? He can clearly demonstrate things to others using tools that he has learned along the way with clarity while allowing us to take value in what he did. Is that not what we want from our students at the end of the day but with their own twist?
Time is everything in school. Google Tools can allow students the chance to go back to the "do". My close neighbor is an engineer. We talk about the ability to use a tool and what that really means. Hands on activities takes place after basically understanding its functions then exploring the vast possibilities it can do. I feel that he is a successful individual because he has the ability to take in information, demonstrate something's functions, and create alternatives for problems. Is it upon himself to learn and practice a skill like metal fabrication because it interests him outside of school? Is education based on a prayer that one day fate will lead him to become a engineer or a success in society if he never gets that chance to work with a welder or power tool? Reform in education has to happen or aspects of society will be lost.
I believe that we are to teach the whole student. Google tools helps cut to the chase and give kids that chance to "do" rather than stop at just "thinking". To many times I see...they get, move on. Google allows information to be presented in a way that reaches students at different paces and different instructional approaches. The door should not close with the chance to learn more efficiently. It should help balance the bigger picture of thinking, doing, and responding. I look forward to using all parts of Google in this way. Learning all of them helps me to fit the right function with the right style learner. It gives me time to help them "Do" so they can ultimately respond with their own version. Unified arts and Google helps students in this way. Go UA!
Sorry some bad typos' in there. My bad. This video got me going!
ReplyDeleteYes, Collaboration can mean growth, with the right ground rules. There needs to be a buy-in by group members. There needs to a trust or safe area where those can feel sharing ideas. Google tools like Google Docs and Blogs are great tools for collaborative student use, but there still needs to be appropriate teacher involvement and over site. Hopefully this begins in the early years before students are told there is only one right answer (or one right way to do things).
ReplyDeleteI do not teach in a classroom, so may not have this opportunity with students. But since we are all lifelong learners, thus students, it can be used professionally. Right now the WCSU nurses are working on a collaborative website to share school health knowledge for our final project, using gmail, Google docs, Blogger and the Google website design.
First off, this was a very interesting way of presenting. It kept your attention, it allowed for differentiation, and it helped the words register in the brain with an accompanying picture, which personally helps my recall. Sir Robinson makes some valuable connections, and the drawing showed how the ideas could be connected.
ReplyDeleteHe had an intriguing message: that schools are based on a manufacturing model. Short of giving every student an individual tutor, is there really another method? If the Common Core implies that all students will leave school with a common skill-set, doesn’t our current school model make (reasonably) efficient use of tax dollars and human-labor?
But here is where I really get bogged down:
“Most great learning happens in groups, that collaboration is the stuff of growth”
In the immortal words of P.D.Q. Bach, “a camel is a horse that was designed by a committee”. Group work can be fantastically creative, but I believe that much can also be done in solitude. While group “brainstorming” (if I can use such an old-fashioned word) is great for taking an Idea and making it feasible, someONE still has to come up with the original idea. Not all people are inspired by being in a group, they need some peace to ruminate on an idea, maybe more time to process a thought/idea, before sharing it with the world. If we are truly going to differentiate, we have to allow these students their learning style too.
Once an idea is formed, and a group is ready to act upon it, I think you still might have the same issue. The controlled chaos of group work can be daunting to some people. Can students learn to interact during a group project? To a greater or lesser degree, of course they can. But if we are going to allow for differentiation, then we must acknowledge that not all students work well within a group. We are not Communists, where everyone works for the common good. That might work in a perfect world, but humans are not perfect, and there will always be the One-who-talks-over-everyone, the Bossy-one, the One-who-lets-everyone-else-do-the-work, the One-who-never-speaks, the One-who-organizes, and so on. People don’t talk at the same speed, why would they think at the same speed? What about the One-who-can’t-make-that-intuitive-leap, and can’t keep up?
Which leads me to the second question: how will I use these tools? Right now I’m working on a blog for the DCF books. Some students will participate, most will probably ignore it. But, in the spirit of differentiation, I found that last year a student would give me a verbal book recommendation, and I could do the writing/typing, and I got more participation that way.
Oops, I forgot to cite P.D.Q. Bach's "Peter and the Commissar". Also, thank you for the video and the transcript, I used both.
DeleteI do believe that quality collaboration (not just group work) can be very valuable for our students. Working through different ideas and points of view to end up with a quality product is an important skill for all our students.
ReplyDeleteI helped a teacher create group research project for 9th graders who were struggling with pulling quality materials together. The students shared resources in GoogleDocs. What we witnessed was students with better thinking, problem solving and research skills modeled their skills without realizing it. It was serendipitous and in another teaching situation we (the teachers) might have had to guide the process more. However, in this particular situation it happened organically and best of all in a totally unthreatening environment for the students who were still developing this skills.
I found the video a good overview of our basis for public education and how different the needs of educating children for our digital world are from the education I knew in growing up in the sixties and seventies. I particularly liked the quote "we shouldn't be putting them to sleep, we should be waking them up." It fits for all of our students and teachers as well, not just those with ADHD or other learning disabilities. As the mother of two sons who have very different and unique learning styles and challenges, the "factory" model has not served them well. This has been particularly true at the high school level. My youngest son is now entering his senior year and as a student with three learning disabilities, his school experience should be tailor made to his learning style by now. Unfortunately, I find the school too often forcing him to learn like everyone else with little differentiation. The biggest accommodation he has had is more time to learn the same material in the same way as everyone else. I think this does a great disservice to many of our students at all levels, but I have found the high school less receptive to encouraging divergent thinking and meaningful collaboration.
ReplyDeleteI am not sure that I agree with the statement "most great learning happens in groups" but I do agree that much great learning can happen in groups. Collaboration is an art and the skills needed to collaborate effectively take a lifetime to develop. I think our fourth through sixth graders still need much specific instruction on the social skills used in collaborating together face to face. I will begin using more Google tools for on-line collaboration and this year hope to focus on reading journals on-line using Google docs. and book group discussions using a Google group. I will still need much support from my colleagues as I try to incorporate more Google tools into the classroom.
Hi,
ReplyDeleteI can see the power of groups but I am concerned that without the public being educated on his ideas that they won't buy into it out of sheer misunderstanding. Somehow we need to bring all the stakeholders along with us so that they understand, support, and demand a change in educational methodology.
As a teacher I can point to many examples of knowledge being "group created" through online discussion postings, Wiki's etc. and so I realize that this is a valid approach to learning. We must find a way to change this conversation with all parties including students who by high school are indoctrinated to the "factory model" of education.
I would use a simple google doc to create in essence a wiki page on any number of assignments with each student being responsible for a piece of the larger whole and for everyone having editing over the final product. You don't have to dig very deep to create these opportunities with various Google tools. Luckily our classrooms are filled with this on a daily basis.
Mike
Hi Mike! I totally agree with you. Some of the best learning is the result of simple collaboration - and we definitely have so many ways to set the stage for this.
DeleteI believe that some great learning takes places in groups, but that individual work can also be very productive. The usefulness of group work varies with the learning styles of the participants, the topics being addressed, and the skill level of those in the group. Personally, I find working in a group works best for me if I also have some "alone" time to review, practice, and reinforce what I've learned.
ReplyDeleteI'm taking this course to facilitate collaboration with my colleagues, school nurses. We're starting out by using blogging and Google docs, but who knows how far we'll go?!? There are so many choices!
I am one of those for whom group work can feel 'daunting'. I need time to process myself and often the group moves faster than I can think, thus leaving me feeling like I have nothing to contribute. It has been an interesting experience working with other nurses for this course and developing a group project. We are all competent and used to working independently. I think the benefit of working as a group is in the long run a better and more collaborative work environment. I do think certain individuals have strengths that others may not - so, the outcome project, if done in a truly collaborative way, has the potential to be an improvement over what we could individually produce. I do see the growth potential in collaboration and it's not my comfort zone. Letting go of 'ownership' is challenging. The tools - all brand new to me - are rich and have the capacity to erase some of the roadblocks we nurses have had in collaboration.
ReplyDeleteAugust 15, 2012 5:04 AM
Group work isn't easy for many of us, me included. But as you point out "the benefit of working as a group is in the long run a better more collaborative work environment." I hope that is one of the big take-a-ways from this course, that collaboration is way to leverage the strength's of a group and the tools we are using help facilitate that.
ReplyDeleteI agree that "most great learning comes in groups". I think of classroom examples of how students can help each other to learn when they are in groups rather then on their own. I do believe that it is important to teach students how to learn on their own as well. I believe that it easy for a kid to learn that if they are placed in a group they will have a place to get answers rather then to help come up with them. So group collaboration though it is great and important can be a slippery slope.
ReplyDeleteThat being said I am excited to use Google tools such as docs and forms to help the students in my classes collaborate on various projects throughout the school year.
My students collaborate on Google Docs all the time. They have pages where they post information they find as they research for projects together, they peer edit each others' writing, they collaborate on group stories, and they use spreadsheets to collect data together while they do science experiments. I have seen my students really excited to give each other feedback and work together. They love being able to talk about what they are doing and to use each other as resources. The work I have seen come out of the group collaboration is often of better quality than the individual work.
ReplyDelete