In my first blog, I wrote about how Tomasello (1999) sparked my thinking about collaborative learning and how it creates possibilities to revolutionize lifelong learning, particularly in formal settings. I am often perplexed at how many educational spaces and contexts still conform to a learning model that places an expert at the front of the room with mostly passive learners seated in rows facing said “expert”. While theories and practices abound that promote social and collaborative learning, most of our public school classrooms, continuing education lectures, and higher education curricula still follow the student/ expert learning model.
Even in a masters program focused on engaging with theories of how learning occurs and enhancing teaching, facilitation, and program development skills, I have been disappointed by the lack of collaborative and innovative learning opportunities in my classes. Besides Donovan, few professors use creative teaching, discussion, and evaluation processes. I commend Donovan for his use of blogs, video feedback, and evaluation methods focused on learning instead of grading. Why aren’t more of our professors using these approaches?
In this blog, I aim to share some of the learning tools I am aware of and use in my facilitation practice to enhance collaboration and participation. I work as a process facilitator, which means that I help groups of people work through process, including problem solving, planning, visioning, decision-making and dealing with conflict. My mantra as a facilitator is to never work harder than the people I am working with. So, as much as possible, they direct and create their own goals and actions, while I lead the process in getting there.
I try to encourage creative thought and active engagement through the use of a variety of approaches and activities in my facilitation toolbox. I choose the tools and customize the process based on the specific learning needs of each client. I have only been doing this work as a consultant for a few years, though have been using facilitation techniques as part of my work for over a decade. Whenever I work with a new colleague I learn new collaborative techniques, so the examples I offer below really only begin to scratch the surface of possibilities.
And, I’d love to hear from you- what collaborative learning approaches have you used?
Some of the collaborative approaches I use include:
Check-in-
A check-in is a way to assess participants at the beginning of a process. Usually, this is a quick process, whereby participants answer a short question, sharing it in small groups or the large group.
Check-in questions can focus on participants’ expectations of the day, what they are excited about, what they are leaving at the door in order to be present, gifts or skills they bring.
Check-out-
Similarly a check-out asks a reflection question at the end of a process. Check-out questions can focus on what stood out, specific learning, feelings, next steps, or new knowledge or skills.
Group agreements-
Group agreements help to create safe and supportive learning environments. I often just ask the group I’m working with a question such as, “What are the necessary ingredients that would allow you to feel safe and comfortable and trusting of the group and enable you to participate fully to the best of your ability?” Typical responses are things like respect, active listening, confidentiality, etc. I capture the responses, and post them for the duration of the event. I can then refer to the agreements if any issues arise, such as disrespectful language, or an overbearing participant.
Think-pair-share-
Participants are asked a question, and have a short time to think through their response. This could involve writing, thinking, or moving. They then turn to a partner and share their response. Participant responses can they be shared with another learning pair or within the larger group. Participants are given the opportunity to learn by reflection and verbalization.
The World Cafe is an innovative methodology for hosting important conversations. Open-ended question(s) asked in small groups engage participants in active, meaningful conversation leading to consensus and understanding. These conversations are then shared back to the larger group..
Open space is an approach to learning events, focused on a specific and important purpose or task—but beginning without any formal agenda, beyond the overall purpose or theme. The initial lack of an agenda sets the stage for the event’s participants to create the agenda for themselves, generating the issues they want to discuss and setting up informal break-out groups to do so. This approach acknowledges the power of participants to self-organize and hold the solutions to their own issues or problems.
Graphic Facilitation and Recording-
Graphic facilitation is a unique facilitation technique that uses large scale visuals to help groups of people see what they mean resulting in effective, creative, and productive meetings and workshops. A graphic facilitator helps groups talk and think together, and get clear and focused to move toward problem solving and strategic planning.
Appreciative Inquiry is about the search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms. AI involves, in a central way, the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential.
These are a few of the approaches I use in my facilitation work, to increase participation, enhance collaboration, and value participant input. I wonder what our GSLL classes would look and feel like if professors used more approaches like these? Would we be more engaged in the material? Would we learn more?
Source:
Cooperrider, David L and Kaplin Whitney, Diana. (1999). Appreciative Inquiry: A Positive Revolution in Change. San Francisco: Berrett-Koehler Publishers.
Corrie, I really enjoyed reading your blog. Your enthusiasm and passion for collaborative learning is contagious. In response to your question, I thought I would share a unique and interactive self-discovery learning tool called a Diabetes Conversation Map. I thought you might find it interesting as a graphic facilitator and it fits well with your mantra of not doing more work than the participants at your session. The Diabetes Conversation map is a great alternative to the traditional form of teaching in diabetes education. It is literally a three-by-five foot colourful tabletop map representing a series of images and metaphors with thought-provoking questions, topics, myths and facts with a game-like feel. The trained facilitator does not lecture but simply guides patients along the map where they talk each other through various topics and scenarios related to their diabetes management. Patients are encouraged to relate what they are learning to their personal experiences living with diabetes. It generates a meaningful dialogue between the healthcare provider and patients. Patients are not told what they should be doing to better manage their diabetes, they learn from each other and draw their own conclusions enabling them to create their own action plan to improve their diabetes management. This education tool represents fun, informal, interactive, collaborative learning and I would love to see them developed to educate patients about other diseases. If you are curious to see what the map looks like and learn more about it check out this quick video:
ReplyDeletehttp://www.5min.com/Video/Diabetes-Conversations-and-Management-Tools-250214760
Hi Corrie,
ReplyDeleteI guess I take it for granted that I work as a teacher and am constantly collaborating with my colleagues on new teaching techniques. Although contrary to what people may think, the public school system has changed drastically and most teachers try to incorporate a variety of teaching strategies into our classrooms. As a math teacher, I do struggle with this as I feel limited at the high school level, as to what I can do differently. But I do try to use different approaches to teaching as much as I can.
Formal testing does not always assess for understanding. Anybody can memorize steps to solve problems involving calculations. I have had students write short stories, and participate in role plays, in order to portray their understanding of certain outcomes. It is amazing how creative they can be when you give them certain outcomes and tell them to incorporate it into a story or role play! I have also tried to use Math Lab activities as a way to investigate certain applications. Anything that you can use as a game is great. My students love playing Math Bingo even if it involves some work for them.
Another useful strategy is KWL (Know/Want to Know/ Learned). It is a graphic organizer that students use throughout a unit. You have the students divide a piece of paper into three sections each with a heading Know, Want to Know, and Learned. At the beginning of the unit it is useful when they fill out the Know section, because it assesses prior knowledge and helps me get a feel for their skills. The rest gets filled out as the unit progresses and for my students it becomes a reflection of how much they have learned and what they might want more information or clarity on.
Enjoy the weekend,
Sally
I agree with the last comment, your enthusiasm is contagious! I appreciate how people in the class are sharing personal stories as part of our learning process. Blogging is new to most of us and seems to be promoting social and collaborative learning. I too enjoy a challenge and the innovative learning opportunities it provides. I also took pleasure in the fact that you asked for feedback in your blog.
ReplyDeleteMy work place has very rigid policy and procedures. I current use check in’s, agreements, modeling, and the sharing of resources. Even though I am very restricted in the instruction I provide to clients I am interested in promoting learning with co-workers, friends and family. I had not heard of the appreciative inquiry before and it was very appealing to me. So many people and organizations could benefit from being more “alive” and effective!